Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities
Tóm tắt
Từ khóa
Tài liệu tham khảo
Allodi, 2000, Self-concept in children receiving special support at school, European Journal of Special Needs Education, 15, 69, 10.1080/088562500361718
Bear, 2002, Self-concept of students with learning disabilities: A meta-analysis, School Psychology Review, 31, 405, 10.1080/02796015.2002.12086165
Begley, 1999, The self-perceptions of students with down syndrome in relation to their academic competence, physical competence and social acceptance, International Journal of Disability, Development and Education, 46, 515, 10.1080/103491299100489
Boersma, 1979, Academic self-concept change in special education students: some suggestion for interpreting self-concept scores, Journal of Special Education, 13, 433, 10.1177/002246697901300410
Boutot, 2005, Social integration of students with autism in inclusive settings, Education and Training in Developmental Disabilities, 40, 14
Callahan, 2010, Relations between parenting behavior and SES in a clinical sample: validity of SES measures, Child & Family Behavior Therapy, 32, 125, 10.1080/07317101003776456
Chapman, 1988, Learning disabled children's self-concepts, Review of Educational Research, 58, 347, 10.3102/00346543058003347
Chen, 2007, Sensitivity of goodness of fit indexes to lack of measurement invariance, Structural Equation Modeling, 14, 464, 10.1080/10705510701301834
Chiu, 2012, The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematic and since, Journal of Educational Psychology, 104, 87, 10.1037/a0025734
Cialdini, 1976, Basking in reflected glory: Three (football) field studies, Journal of Personality and Social Psychology, 34, 366, 10.1037/0022-3514.34.3.366
Conley, 2007, General and domain-specific self-esteem among regular education and special education students, Journal of Applied Social Psychology, 37, 775, 10.1111/j.1559-1816.2007.00185.x
Cunningham, 2004, Self-awareness in young adults with down syndrome: awareness of down syndrome and disability, International Journal of Disability, Development and Education, 51, 335, 10.1080/1034912042000295017
Dai, 2008, The big-fish-little-pond-effect: What do we know and where do we go from here?, Educational Psychology Review, 20, 283, 10.1007/s10648-008-9071-x
Dolata, 2008
Dolata, 2014
Dolata, 2013, Trafność metody edukacyjnej wartości dodanej dla gimnazjów
Enders, 2010
Elffers, 2012, Making the connection: The role of social and academic school experiences in students' emotional engagement with school in post-secondary vocational education, Learning and Individual Differences, 22, 242, 10.1016/j.lindif.2011.08.005
Fredricks, 2004, School engagement: Potential of the concept, state of the evidence, Review of Educational Research, 74, 59, 10.3102/00346543074001059
Gajdzica, 2006
Gillen-O'Neel, 2013, Longitudinal study of school belonging and academic motivation across high school, Child Development, 84, 678, 10.1111/j.1467-8624.2012.01862.x
Goodenow, 1993, The psychological sense of school membership among adolescents: Scale development and educational correlates, Psychology in the Schools, 30, 79, 10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
Grygiel, 2014, Peer rejection and perceived quality of relations with schoolmates among children with ADHD, Journal of Attention Disorders,
Haeberlin, 1989, Integration in der schulklasse.
Harter, S. (1998). The development of self-representations. In W. Damon (Series Ed.) and S. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development (5th ed., pp. 553–617). New York: Wiley.
Hayes, 2013
Hornby, 2011, Inclusive education for children with special educational needs: A critique, International Journal of Disability, Development and Education, 58, 321, 10.1080/1034912X.2011.598678
Huang, 2011, Self-concept and academic achievement: A meta-analysis of longitudinal relations, Journal of School Psychology, 49, 505, 10.1016/j.jsp.2011.07.001
Huck, 2010, Self-concept of children with intellectual disability in mainstream settings, Journal of Intellectual & Developmental Disability, 35, 141, 10.3109/13668250.2010.489226
Hurtado, 1997, Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging, Sociology of Education, 70, 324, 10.2307/2673270
Jasińska, 2013, Międzyszkolne zróżnicowanie wyników nauczania po pierwszym etapie kształcenia (A between-school variability of teaching effectiveness after first educational stage]
Jonkmann, 2012, Personality traits moderate the big-fish-little-pond-effect of academic self-concept, Learning and Individual Differences, 22, 736, 10.1016/j.lindif.2012.07.020
Karwowski, 2014
Kemmelmeier, 2001, The ups and downs of thinking about a successful other: Self-construals and the consequences of social comparisons, European Journal of Social Psychology, 31, 311, 10.1002/ejsp.47
Kline, 2011
Köller, 2008, Class-average achievement, marks, and academic self-concept in German primary schools, Vol. 3, 331
Kruger, 1999, Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments, Journal of Personality and Social Psychology, 77, 1121, 10.1037/0022-3514.77.6.1121
Leviton, 1975, Achievement and self-concept in young LD children, Academic Therapy, 10, 453, 10.1177/105345127501000410
Liem, 2013, The big-fish-little-pond effect and a national policy of within-school ability streaming: Alternative frames of reference, American Educational Research Journal, 50, 326, 10.3102/0002831212464511
Marsh, 1990
Marsh, 2003, Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis, Journal of Educational Psychology, 95, 687, 10.1037/0022-0663.95.4.687
Marsh, 2002, The pivotal role of frames of reference in academic self-concept formation: The big fish little pond effect, Vol. II, 83
Marsh, 1991, Self-concept of young children 5 to 8years of age: Measurement and multidimensional structure, Journal of Educational Psychology, 83, 377, 10.1037/0022-0663.83.3.377
Marsh, 2003, Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools, American Psychologist, 58, 364, 10.1037/0003-066X.58.5.364
Marsh, 1993, Multidimensional self-concepts and frames of reference: Relevance to the exceptional learner
Marsh, 2000, Longitudinal multilevel modeling of the big fish little pond effect on academic self-concept: Counterbalancing social comparison and reflected glory effects in Hong Kong high schools, Journal of Personality and Social Psychology, 78, 337, 10.1037/0022-3514.78.2.337
Marsh, 1984, Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?, Journal of Personality and Social Psychology, 47, 213, 10.1037/0022-3514.47.1.213
Marsh, 2006, Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup–MIMC approach to factorial invariance and latent mean differences, Educational and Psychological Measurement, 66, 795, 10.1177/0013164405285910
Marsh, 2008, Social comparison and big-fish-little-ponds-effects on self-concept and other self-beliefs constructs: Role of generalized and specific others, Journal of Educational Psychology, 100, 510, 10.1037/0022-0663.100.3.510
Mickelson, 1990, The attitude-achievement paradox among black adolescents, Sociology of Education, 63, 44, 10.2307/2112896
Möller, 2009, A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept, American Educational Research Journal, 48, 1315, 10.3102/0002831211419649
Montague, 2003, Cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability, Journal of Learning Disabilities, 36, 437, 10.1177/00222194030360050501
Muthén, 2015
Nagengast, B., & Marsh, H., W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in since. Journal of Educational Psychology, 104, 1033–1053.
Núñez, 2005, Subgrups of attributional profiles in students with learninig difficulties and their relation to self-concept and academic goals, Learning Disabilities Research & Practice, 20, 86, 10.1111/j.1540-5826.2005.00124.x
Parker, 2013, Differential school contextual effects for math and English: integrating the big-fish-little-pond effect and the internal/external frame of reference, Learning and Instruction, 23, 78, 10.1016/j.learninstruc.2012.07.001
Pietarinen, 2014, Students' emotional and cognitive engagement as the determinants of well-being and achievement in school, International Journal of Educational Research, 67, 40, 10.1016/j.ijer.2014.05.001
Pinkus, 2008, For better and for worse: Everyday social comparisons between romantic partners, Journal of Personality and Social Psychology, 95, 1180, 10.1037/0022-3514.95.5.1180
Prince, 2013, The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs, International Journal of Inclusive Education, 17, 238, 10.1080/13603116.2012.676081
Rasch, 1980
Raudenbush, 2002
Rheinberg, 1977, Self-concept of intelligence with pupils in special and normal schools: A group effect, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 9, 171
Rubin, 2012, Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research, Journal of Diversity in Higher Education, 5, 23, 10.1037/a0026162
Schwab, 2013, Predictors of social inclusion of students with and without SEN in integrated setting, Croatian Review of Rehabilitation Research, 49, 106
Seaton, 2009, Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries, Journal of Educational Psychology, 101, 403, 10.1037/a0013838
Seaton, 2010, Big-fish-little-pond-effect: Generalizability and moderation – two sides of the same coin, American Educational Research Journal, 47, 390, 10.3102/0002831209350493
Seaton, 2011, Examining moderators of then ‘big-fish-little-pond’ effect for Australia's high achievers, Australian Journal of Education, 55, 93, 10.1177/000494411105500202
Shavelson, 1976, Self-concept: Validation of construct interpretation, Review of Educational Research, 46, 407, 10.3102/00346543046003407
Steinberg, 1992, Ethnic differences in adolescent achievement: An ecological perspective, American Psychologist, 47, 723, 10.1037/0003-066X.47.6.723
Stinson, 1999, Considerations in education deaf and hard-of-hearing students in inclusive settings, Journal of Deaf Students and Deaf Education, 4, 163, 10.1093/deafed/4.3.163
Szumski, 2010
Szumski, 2012, School achievement of children with intellectual disability: The role of socioeconomic status, placement, and parents' engagement, Research in Developmental Disabilities, 33, 1615, 10.1016/j.ridd.2012.03.030
Szumski, 2014, The psychosocial functioning and school achievement of children with mild intellectual disability in Polish special, integrative, and mainstream schools, Journal of Policy and Practice in Intellectual Disabilities, 11, 99, 10.1111/jppi.12076
Szumski, 2015
Taylor, 1994, Explaining the school performance of African-American adolescents, Journal of Research on Adolescence, 4, 21, 10.1207/s15327795jra0401_3
Thorndike, 1949
Tracey, 2003, Self-concepts of preadolescent students with mild intellectual disabilities: Issues of measurement and educational placement, 1, 203
Trautwein, 2009, Within-school social comparison: How students perceive the standing of their class predicts academic self-concept, Journal of Educational Psychology, 101, 853, 10.1037/a0016306
Turnbull, 2010
Vaughn, 1996, The effects of inclusion of the social functioning of students with learning disabilities, Journal of Learning Disabilities, 29, 598, 10.1177/002221949602900604
Ventz, 2014, Entwicklung und erste validierung einer kurzversion des „fragebogens zur erfassung von dimensionen der integration von schülern (FDI 4-6)“von haeberlin, Moser, bless und klaghofer, Empirische Sonderpadagogik, 6, 99
Wei, 2012, Self-concept development of student with disabilities: Disability category, gender, and racial differences from early elementary to high school, Remedial and Special Education, 33, 247, 10.1177/0741932510394872
Whitley, 2008, A model of general self-concept for students with learning disabilities: Does class placement play a role?, Developmental Disabilities Bulletin, 36, 106
Wölfer, 2012, Social integration in youth: insights from a social network perspective, Group Dynamic: Theory, Research, and Practice, 16, 138, 10.1037/a0024765
Wouters, 2013, Early adolescents' academic self-concept formation: Do classmates or friends matter most?, Learning and Individual Differences, 27, 193, 10.1016/j.lindif.2013.09.002
Wouters, 2013, Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept, Educational Psychology