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    The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates

    Access Status
    Fulltext not available
    Authors
    Areepattamannil, S.
    Khine, Myint Swe
    Al Nuaimi, S.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Areepattamannil, S. and Khine, M.S. and Al Nuaimi, S. 2017. The big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates. Journal of Adolescence. 59: pp. 148-154.
    Source Title
    Journal of Adolescence
    DOI
    10.1016/j.adolescence.2017.06.005
    ISSN
    0140-1971
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/54339
    Collection
    • Curtin Research Publications
    Abstract

    The Foundation for Professionals in Services for Adolescents This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%] ; M age = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed.

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