The effect of peer group performance on the self-concept of reading in a foreign language

According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one's own achievement, but also in a negative way by one's relative achievement in comparison with one's immediate peers. This study investigates whether the BFLP effect al...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2015-02, Vol.35 (2), p.158-175
Main Authors: Janssen, Rianne, Wouters, Sofie, Huygh, Tine, Denies, Katrijn, Verschueren, Karine
Format: Article
Language:English
Subjects:
Academic achievement
Achievement Gap
Belgium
Class Size
Comparative analysis
Foreign Countries
French
Gender Differences
Grade 8
Indo European Languages
Language Acquisition
Norm Referenced Tests
peer achievement
Peer Groups
Peer Influence
Peers
Performance Based Assessment
Questionnaires
Reading Ability
Reading Achievement
Reading Comprehension
Reading Tests
Regression (Statistics)
Regression analysis
second language acquisition
Second Language Learning
Second Language Programs
Self Concept
Self esteem
Social Psychology
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Summary:According to the big-fish-little-pond (BFLP) model, the self-concept is not only influenced in a positive way by one's own achievement, but also in a negative way by one's relative achievement in comparison with one's immediate peers. This study investigates whether the BFLP effect also holds for second language acquisition. A random sample of 9167 Dutch-speaking students from Grade 8 took a reading comprehension test in French followed by a short background questionnaire in which they were asked for their self-concept of reading French. Multilevel regressions of the latter on individual and group achievement confirmed the BFLP effect but did not confirm an interaction of the effect with gender, individual achievement or class size. Moreover, in line with the local dominance hypothesis, it was shown that the negative effect of the average performance of peers is stronger for classmates than for schoolmates.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2013.849797