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dc.contributor.authorAreepattamannil, S.
dc.contributor.authorKhine, Myint Swe
dc.contributor.authorAl Nuaimi, S.
dc.date.accessioned2017-07-27T05:20:38Z
dc.date.available2017-07-27T05:20:38Z
dc.date.created2017-07-26T11:11:26Z
dc.date.issued2017
dc.identifier.citationAreepattamannil, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/54339
dc.identifier.doi10.1016/j.adolescence.2017.06.005
dc.description.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.

dc.publisherAcademic Press
dc.titleThe big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates
dc.typeJournal Article
dcterms.source.volume59
dcterms.source.startPage148
dcterms.source.endPage154
dcterms.source.issn0140-1971
dcterms.source.titleJournal of Adolescence
curtin.departmentScience and Mathematics Education Centre (SMEC)
curtin.accessStatusFulltext not available


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