A1 Refereed original research article in a scientific journal
Big-fish-little-pond effect on achievement emotions in relation to mathematics performance and gender
Authors: Marja Eliisa Holma, Johan Korhonen, Anu Laine, Piia Maria Björn, Markku Sakari Hannula
Publisher: Elsevier
Publication year: 2020
Journal: International Journal of Educational Research
Article number: 101692
Volume: 104
eISSN: 1873-538X
DOI: https://doi.org/10.1016/j.ijer.2020.101692
Web address : https://doi.org/10.1016/j.ijer.2020.101692
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/49627228
This study investigated the big-fish-little-pond effect (BFLPE) on
mathematics-related achievement emotions (enjoyment, pride, anger,
anxiety, shame, hopelessness, and boredom) among adolescents (N
= 1322) using multilevel modeling, controlling for the effects of
gender and classroom size. The results indicated that only pride was
influenced by the BFLPE. Hence, adolescents reported less pride in
mathematically higher-performing classrooms (higher class-average). The
cross-level interaction effects indicated that the BFLPE varies across
mathematics performance levels and gender. In mathematically
higher-performing classrooms, adolescents with lower mathematics
performance reported less pride and more shame, whereas adolescents with
higher mathematics performance reported less enjoyment and more
boredom. Additionally, males reported more shame in higher-performing
classrooms. We discuss the practical implications of supporting
achievement emotions in higher-performing classrooms.
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