A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS&#039; SELF-CONCEPT IN SCIENCE

Nurcan Kahraman

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A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS' SELF-CONCEPT IN SCIENCE

Title	A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS' SELF-CONCEPT IN SCIENCE
Publication Type	Journal Article
Year of Publication	2024
Authors	Kahraman, N
Journal	Journal of Baltic Science Education
Volume	23
Issue	1
Start Page	37-44
Pagination	Continuous
Date Published	February/2024
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	big fish little pond effect, science education, self-concept, TIMSS
Abstract	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.
URL	https://oaji.net/articles/2023/987-1709892182.pdf
DOI	10.33225/jbse/24.23.37
Refereed Designation	Refereed
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