A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS’ SELF-CONCEPT IN SCIENCE
Journal of Baltic Science Education, cilt.23, sa.1, ss.37-44, 2024 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 23 Sayı: 1
- Basım Tarihi: 2024
- Doi Numarası: 10.33225/jbse/24.23.37
- Dergi Adı: Journal of Baltic Science Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.37-44
- Anahtar Kelimeler: big fish little pond effect, science education, self-concept, TIMSS
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
The purpose of the present study was to examine the effect of individual and school average achievement on students’ self-concept in science. The data of the last four Trends in International Mathematics and Science Study (TIMSS) cycles were used, and a two-stage individual data meta-analysis was conducted to examine the relationship between achievement and self-concept in science. In the first stage, multilevel structural equation modeling was performed for each dataset. Furthermore, the effect sizes were synthesized via meta-analysis with a three-level random-effect model. In addition, moderation analysis was conducted for the year, grade, and degree of stratification in countries. The results suggested a positive and significant effect of individual science achievement on the self-concept of students in science. On the other hand, the relation of the average school achievement was negative. The results were discussed by considering the big-fish-little-pond effect.