[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590279-105":59,"doc-detail-590279-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","living-in-the-big-pond-adding-the-neighborhood-as-a-frame-of-reference-for-academic-self-concept-formation","Living in the Big Pond - Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation","","The article investigates how socioeconomic neighborhood conditions shape students’ academic self-concept and how these effects operate alongside classroom-level context. Building on the big-fish-little-pond effect and neighborhood-effects perspectives, it tests separately and jointly whether neighborhood and classroom composition predict general, math, and German self-concept. Using two grade-level samples (Grade 5 and Grade 9), neighborhood-only analyses show negative predictions in Grade 5 and a limited math-specific pattern in Grade 9, with combined models confirming negative effects for general and math self-concept in Grade 5.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/living-in-the-big-pond-adding-the-neighborhood-as-a-frame-of-reference-for-academic-self-concept-formation/590279/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/living-in-the-big-pond-adding-the-neighborhood-as-a-frame-of-reference-for-academic-self-concept-formation/590279.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research focus of the study?","Question",{"text":112,"@type":113},"The study examines how socioeconomic neighborhood conditions influence students’ academic self-concept, considering classroom and neighborhood composition effects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical ideas guide the analysis?",{"text":117,"@type":113},"The analysis connects the big-fish-little-pond effect (social comparison and contrast processes) with the neighborhood-effects literature on collective socialization mechanisms.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the neighborhood-only results show for Grade 5 and Grade 9?",{"text":121,"@type":113},"For Grade 5, socioeconomic neighborhood conditions negatively predict general, math, and German self-concept. For Grade 9, the negative prediction appears only for math self-concept.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590279,1792209927,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–23 DOI: 10. 1177/23328584241269816  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nLiving in the Big Pond: Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation  \nDominik Becker  \nFederal Institute for Vocational Education and Training  \nMoritz Fleischmann  \nUniversity of Tübingen  \nKatarina Wessling  \nMaastricht University  \nFederal Institute for Vocational Education and Training  \nBenjamin Nagengast  \nUniversity of Tübingen  \nKorea University  \nUlrich Trautwein  \nUniversity of Tübingen  \nResearch on the big-fish-little-pond effect demonstrates that class-average achievement negatively affects students’ academic self-concept via social comparison processes. The neighborhood-effects literature reports positive effects of advantageous socioeconomic neighborhood conditions on students’ academic development via collective socialization mechanisms. To investigate how socioeconomic neighborhood conditions affect academic self-concept, we separately and simultaneously analyzed classroom- and neighborhood-level composition effects on students’ academic self-concept, using two samples drawn from two grade levels (NGrade5 = 3,906, NGrade9 = 3,277). Analyses of the neighborhood level only indicate that socioeconomic neighborhood conditions negatively predict general, math, and German self-concept in Grade 5. In Grade 9, this holds only for math self-concept. In simultaneous analyses including classrooms and neighborhoods, socioeconomically advantageous neighborhood conditions negatively predicted general and math self-concept in Grade 5.  \nKeywords: academic self-concept, big-fish-little-pond effect, classroom composition, neighborhood effects, social comparison, collective socialization  \nIntroduction  \nTo cope with a rapidly changing world, positive selfbeliefs are a central socioemotional skill (Organisation for Economic Co-operation and Development [OECD], 2018) . Positive self-beliefs are “a basic psychological need that has a pervasive impact on daily life, cognition, and behavior, across age and culture” (Elliot & Dweck, 2005, p. 8) .  \nOne prominent self-belief construct is the academic selfconcept, which describes students’ perceptions of their competence in academic domains (Marsh et al., 2017) . Previous research demonstrates that the academic self-concept is related to various beneficial outcomes, like achievement or educational and occupational attainment (Trautwein & Möller, 2016) .  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nBecker et al.  \nRooted in sociological work (Davis, 1966; Meyer, 1970), a large body of psychological research shows that students’academic self-concept is negatively predicted by the average achievement of educational environments, that is, schools or classrooms when controlling for individual achievement (for an overview, see Marsh & Seaton, 2015) . In other words, equally able students have lower academic self-concepts in high-achieving environments. This finding is called the bigfish-little-pond effect (BFLPE; Marsh, 1987) . The BFLPE emerges as a consequence of social comparison processes in which students evaluate their academic capabilities by comparing their achievement with that of other students in their educational","cbCailUAD9pZk8M2","https://ap.wps.com/l/cbCailUAD9pZk8M2","pdf",1052374,23,"English","# Introduction\n## Academic self-concept and key outcomes\n## Big-fish-little-pond effect and its mechanisms\n## Neighborhood effects and residential context\n## Research aim and study approach","[{\"question\":\"What is the main research focus of the study?\",\"answer\":\"The study examines how socioeconomic neighborhood conditions influence students’ academic self-concept, considering classroom and neighborhood composition effects.\"},{\"question\":\"Which theoretical ideas guide the analysis?\",\"answer\":\"The analysis connects the big-fish-little-pond effect (social comparison and contrast processes) with the neighborhood-effects literature on collective socialization mechanisms.\"},{\"question\":\"What do the neighborhood-only results show for Grade 5 and Grade 9?\",\"answer\":\"For Grade 5, socioeconomic neighborhood conditions negatively predict general, math, and German self-concept. For Grade 9, the negative prediction appears only for math self-concept.\"}]","Living in the Big Pond - Adding the Neighborhood as a Frame of Reference for Academic Self-Concept Formation | PDF",1792069233,58]