Die Bedeutung der Bezugsgruppeneffekte für die Entwicklung des Fähigkeitsselbstkonzepts von Lernenden in inklusiven Schulen
Hamburg 2020, 262 Seiten
ISBN 978-3-339-11466-2 (Print), ISBN 978-3-339-11467-9 (eBook)
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The enlargement of inclusive education in Germany has led to classes that are heterogeneous. According to the Big Fish Little Pond Effect this heterogeneity should have a negative impact on the academic self-concept of low achieving children (Trautwein, Köller, & Baumert, 2004). At the same time it can be expected that low achieving children could benefit from the participation in regular classes because of the Basking in Reflected Glory Effect and the increased cognitive activation. The Basking in Reflected Glory Effect is known as a positive effect of belonging to a high performing group on the self-concept (Marsh, Kong & Hau, 2000; Trautwein & Lüdtke, 2005). It is expected that the perceived school prestige is positively correlated with the academic self-concept. So far the Basking in Reflected Glory Effect has only been observed in middle school. Studies combining both reference group effects with German inclusive school settings do not exist. Therefore, this longitudinal study presents descriptive results for both of them in German inclusive school settings. Results are discussed with reference to the consequences following the reference group effects for the German inclusive school setting. It is highly recommended to pay more attention to psycho-social characteristics like the academic self-concept in future research.
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