對比效應對學業自我概念之影響--發展的觀點

Big-fish-little-pond Effect on Academic Self-concept: A Developmental Perspective

本研究使用「國際數學與科學教育成就趨勢調查」2003（TIMSS 2003）之資料來檢驗學校平均能力是否對學生的學業自我概念產生對比效應以及對比效應的強度是否因教育階段以及學生能力而異。為了符應TIMSS 2003的資料結構特性，採取二階段的多層次模式統計分析。完整填答TIMSS 2003的學生問卷中之數學自我概念及標準化的成就測驗的台灣學生為本研究的對象。總計四年級學生4601名及八年級學生5355名。結果符合研究者之預測，學生個人數學成就與其數學自我概念有正向的關係，線性參數在小四和國二分別為.439和.720，二次則為.062和.139，在國中階段兩者的關係比國小階段來得密切。學校平均成就對自我概念的影響是負向的，參數值分別為小四-.215，國二-.261，皆達統計顯著水準，負向效應在國中階段也略大於國小階段，亦即學校平均成就的對比效應之負向影響在國中時期更加擴大。學生個人數學成就與學校平均成就之交互作用僅有在國中階段達顯著水準。數學成就高的學生受到對比效應負向影響較大。

Using data from TIMSS 2003， this study investigated the “big-fish-little-pond” effects on academic self-concept， and whether the effect size varies with age. Taking data structure into consideration， a two-level hierarchical linear model analysis was conducted. Data were collected from students who completed the mathematics self-concept items on student questionnaire and standardized math achievement tests that developed specially for TIMSS 2003. There were 4601 4th graders and 5355 8th graders. As predicted， results indicated the effect of individual student achievement on math self-concept were substantial and positive， .439 for 4th graders and .720 for 8th graders for linear component， .062 for 4 graders and .139 for 8th graders for quadratic term. The effect of school-average achievement on mathe self-concept are less substantial and negative， -.215 for 4th graders and -.261 for 8th grade. These effects are statistically significant and provide a strong replication of the contrast effect. As expected， a developmental change in the achievement-self-concept relation was supported. The interaction effect of individual student achievement and school-average achievement on math self-concept was only significant for 8th graders， but not for 4th graders. The negative effect of school-average achievement were slightly larger for students with high achievement levels.