Arbeitspapier
Peer effects on academic self-concept: A large randomized field experiment
Social theories posit that peers affect students' academic self-concept (ASC). Most prominently, Big-Fish-Little-Pond, invidious comparison, and relative deprivation theories predict that exposure to academically stronger peers decreases students' ASC, and exposure to academically weaker peers increases students' ASC. These propositions have not yet been tested experimentally. We executed a large and pre-registered field experiment that randomized students to deskmates within 195 classrooms of 41 schools (N = 3,022). Our primary experimental analysis found no evidence of an effect of peer achievement on ASC in either direction. Exploratory analyses hinted at a subject-specific deskmate effect on ASC in verbal skills, and that sitting next to a lower-achieving boy increased girls' ASC (but not that sitting next to a higher-achieving boy decreased girls' ASC). Critically, however, none of these group-specific results held up to even modest corrections for multiple hypothesis testing. Contrary to theory, our randomized field experiment thus provides no evidence for an effect of peer achievement on students' ASC.
- Sprache
-
Englisch
- Erschienen in
-
Series: KRTK-KTI Working Papers ; No. KRTK-KTI WP - 2022/25
- Klassifikation
-
Wirtschaft
Field Experiments
Analysis of Education
Education and Inequality
- Thema
-
Academic self-concept
peer effects
social comparison
Big-Fish-Little-Pond
invidious comparison
relative deprivation
randomized field experiment
deskmates
Hungary
- Ereignis
-
Geistige Schöpfung
- (wer)
-
Keller, Tamás
Kim, Jinho
Elwert, Felix
- Ereignis
-
Veröffentlichung
- (wer)
-
Hungarian Academy of Sciences, Institute of Economics, Centre for Economic and Regional Studies
- (wo)
-
Budapest
- (wann)
-
2022
- Handle
- Letzte Aktualisierung
-
10.03.2025, 11:42 MEZ
Datenpartner
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Objekttyp
- Arbeitspapier
Beteiligte
- Keller, Tamás
- Kim, Jinho
- Elwert, Felix
- Hungarian Academy of Sciences, Institute of Economics, Centre for Economic and Regional Studies
Entstanden
- 2022
Ähnliche Objekte (12)
Academic self-concept and emotion relations : domain specificity and age effects
Implicit Personality Self-Concept
Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety
Ability grouping of gifted students : effects on academic self-concept and boredom
Frame-of-Reference Effects on Academic Self-Concept : Addressing Unresolved Issues with New Designs
The big-fish-little-pond effect on the four facets of academic self-concept
The Big-Fish-Little-Pond Effect on the Four Facets of Academic Self-Concept
The Developmental Interplay of Academic Self-Concept and Achievement and the Role of Potential Moderators
The structure of academic self-concept. A methodological review and empirical illustration of central models
Profile formation of academic self-concept in elementary school students in grades 1 to 4
Implicit personality self-concept : assessment and validation
Implicit personality self-concept : assessment and validation
Academic self-concept and emotion relations : domain specificity and age effects
Implicit Personality Self-Concept
Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety
Ability grouping of gifted students : effects on academic self-concept and boredom
Frame-of-Reference Effects on Academic Self-Concept : Addressing Unresolved Issues with New Designs
The big-fish-little-pond effect on the four facets of academic self-concept
The Big-Fish-Little-Pond Effect on the Four Facets of Academic Self-Concept
The Developmental Interplay of Academic Self-Concept and Achievement and the Role of Potential Moderators
The structure of academic self-concept. A methodological review and empirical illustration of central models
Profile formation of academic self-concept in elementary school students in grades 1 to 4
Implicit personality self-concept : assessment and validation
Implicit personality self-concept : assessment and validation
Academic self-concept and emotion relations : domain specificity and age effects
Implicit Personality Self-Concept
Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety
Ability grouping of gifted students : effects on academic self-concept and boredom
Frame-of-Reference Effects on Academic Self-Concept : Addressing Unresolved Issues with New Designs
The big-fish-little-pond effect on the four facets of academic self-concept
The Big-Fish-Little-Pond Effect on the Four Facets of Academic Self-Concept
The Developmental Interplay of Academic Self-Concept and Achievement and the Role of Potential Moderators
The structure of academic self-concept. A methodological review and empirical illustration of central models
Profile formation of academic self-concept in elementary school students in grades 1 to 4
Implicit personality self-concept : assessment and validation