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Title: An investigation of the big-fish-little-pond effect (BFLPE) on academic self-concept and the social comparison types and standards among boys and girls in single-sex and co-educational schools in Jordan
Author: Odat, Marwan Qasim Mohammad
ISNI:       0000 0004 5989 925X
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2016
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Abstract:
This is an embedded mixed methods research study aimed at examining the associations of gender and schooling type with the Big Fish Little Pond Effect (BFLPE) in four school subjects: Arabic, English, Science and Math in the context of Jordan. The BFLPE hypothesizes that academic self-concept is positively affected by individual academic ability but negatively affected by the average ability of a class or school. Students’ ability was measured by using an ability test from PISA 2000 (Programme for international student assessment). Students’ academic self-concepts were measured by the academic self-description questionnaire II (ASDQII). The types of social comparison made in the classroom were investigated using semi-structured interviews. The systematic multi-stage cluster sampling was used in selecting 269 tenth grade male and female students from single-sex and co-educational schools in the northern regions in Jordan. 8 male and female students were randomly selected to take part in face-to-face interviews. The results showed that male and female students in single-sex and co-educational schools in Jordan suffered the BFLPE. A student’s own ability has a positive effect on their academic self-concept, but the average ability of a school is evident in having a negative effect on students’ academic self-concept in the four subjects. Gender has no influence on the academic self-concept. The type of school a student attends has a substantial influence on academic self-concept. Students who attend co-educational schools suffered a larger BFLPE than their peers in single-sex schools. The interaction between gender and school type was not significant in any of the four subjects’ self-concept. The findings from the interviews evidenced the downward and upward comparisons. The effect of downward comparisons on academic self-concept was positive; whereas, the effect of upward comparisons on academic self-concept was negative. The findings from the interviews also showed different social comparison standards that students used to establish their academic self-concepts such school grades, the participation in the class, homework, and teachers’ and parents’ comments.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.699497  DOI: Not available
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