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題名：科學自我概念之大魚小池效應探究：資優生教育安置方式的思考
書刊名：教育科學研究期刊
作者：侯雅齡 引用關係
作者(外文)：Hou, Ya-ling
出版日期：2010
卷期：55:3
頁次：頁61-87
主題關鍵詞：大魚小池效應；科學自我概念；教育安置；階層線性模式；資優生；Big-fish-little-pond effect；Science self-concept；Educational placement；Hierarchical linear models；Gifted students
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(8) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:72
  • 點閱點閱:96
摘要： 本研究目的在瞭解參與集中式資優班的國中資優生，其科學自我概念是否存在負向「大魚小池效應」（big fish little pond effect），抑或資優班的標籤反而帶給個人正向的榮耀感效應（reflected glory effects）？研究樣本包含367位資優生及1,364位一般生，以科學自我概念量表、自然科學業成就測驗與班級榮耀感量表為工具，使用HLM 軟體進行學生及班級二階層模式（multilevel modeling）的統計分析。研究結論為：一、我國資優班學生的科學自我概念存在明顯的負向「大魚小池效應」，雖然「榮耀感效應」也存在但影響力不大；二、個人的科學成就及班級榮耀感對科學自我概念皆有正向影響；三、資優班學生之班級榮耀感、個人科學成就對科學自我概念的影響都比普通班學生大。最後亦分別對未來資優學生安置與研究提出建議。
Abstract： The big-fish-little-pond effect (BFLPE) theoretical model posits that students who are educated in academically selective schools and classes will have lower academic self-concepts, than equally able students in non-selective environments. In the present research, 367 gifted students in special homogeneous classes and 1,364 regular classes’students have been investigated for assessing whether the BFLPE is evident in Taiwan. Because the BFLPE is inherently a multilevel phenomenon that incorporates both the individual level and group level, researcher used a two-level multilevel modeling statistical analyses to analyze data. The results provided evidence that BFLPE existed in 9-Grade gifted student in Taiwan, the classes-average ability had a stronger negative effect and a weaker positive effect on science self-concept. Science self-concept was significantly positively predicted by individual science achievement (both linear and quadratic) and class glory status. At the class level, the consistency between the science self-concept and science achievement was stronger for the gifted class than regular class. Finally, the researcher provided some implications for gifted educational placement.
期刊論文
1.李隆安(2004)。臺灣地區羅啟宏分層的各個分層的都市化程度等級的排序研究。調查研究：方法與應用，15，5-30。new window  延伸查詢new window
2.Ireson, J.、Hallam, S.、Plewis, I.(2001)。Ability grouping in secondary schools: Effects on pupils' self-concepts。British Journal of Educational Psychology，71(2)，315-326。  new window
3.Marsh, H. W.、Byrne, B. M.、Yeung, A. S.(1999)。Causal ordering of academic self-concept and achievement reanalysis of a pioneering study and revised recommendations。Educational Psychologists，34(3)，155-167。  new window
4.Marsh, H. W.、Chessor, D.、Craven, R.、Roche, L.(1995)。The effects of gifted and talented programs on academic self-concept: The big fish strikes again。American Educational Research Journal，32(2)，285-319。  new window
5.Seaton, M.、Marsh, H. W.、Craven, R. G.(2009)。Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect (BFLPE) across 41 culturally and economically diverse countries。Journal of Educational Psychology，101，403-419。  new window
6.Marsh, H. W.、Hau, K. T.(2003)。Big fish little pond effect on academic selfconcept: A cross-cultural (26 country) test of the negative effects of academically selective schools。American Psychologist，58，364-376。  new window
7.Marsh, H. W.、Parker, J. W.(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(1)，213-231。  new window
8.Marsh, H. W.、Kong, C. K.、Hau, K. T.(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(2)，337-349。  new window
9.Marsh, H. W.(1986)。Verbal and mathematics self-concepts: An internal/external frame of reference model。American Educational Research Journal，23(1)，129-149。  new window
10.Marsh, H. W.(1990)。The structure of academic self-concept: The Marsh/Shavelson model。Journal of Educational Psychology，82(4)，623-636。  new window
11.McFarland, C.、Buehler, R.(1995)。Collective self-esteem as a moderator of the frog-pond effect in reactions to performance feedback。Journal of Personality and Social Psychology，68(6)，1055-1070。  new window
12.Marsh, H. W.(1992)。Content specificity of relations between academic achievement and academic self-concept。Journal of Educational Psychology，84(1)，35-42。  new window
13.Shavelson, Richard J.、Hubner, Judith J.、Stanton, George C.(1976)。Self-concept: Validation of construct interpretations。Review of Educational Research，46(3)，407-441。  new window
14.Marsh, H. W.、Yeung, A. S.(1997)。Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data。Journal of Educational Psychology，89(1)，41-54。  new window
15.Marsh, H. W.(1987)。The Big-fish-little-pond Effect on Academic Self-concept。Journal of Educational Psychology，79(3)，280-295。  new window
16.邱皓政(20030300)。自我概念向度與成份雙維理論之效度檢驗與相關因素研究。教育與心理研究，26(1)，85-131。new window  延伸查詢new window
17.侯雅齡(19980300)。自我概念理論新趨向：多向度階層化建構。輔導季刊，34(1)，11-23。new window  延伸查詢new window
18.Festinger, Leon(1954)。A theory of social comparison processes。Human Relations，7(2)，117-140。  new window
19.張郁雯(20080900)。對比效應對學業自我概念之影響--發展的觀點。教育心理學報，40(1)，23-37。new window  延伸查詢new window
20.宋曜廷(2009)。邁向以證據為基礎的教育決定。教育科學研究期刊，54（1）。  延伸查詢new window
21.陳沁怡(1998)。技職學生自我概念量表之編製報告與高階因素建構模式驗證。測驗年刊，45（1），105-123。new window  延伸查詢new window
22.Craven, R. G.、Print, M.、Marsh, H. W.(2000)。Selective, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement。Australian Journal of Education，44，51-75。  new window
23.Dai, D. Y.,、Rinn, A. N.(2008)。The big-fish-little-pond effect: What do we know and where do we go from here?。Educational Psychology Review，20，283-317。  new window
24.Heine, S. J., Kitayama, S., Lehman, D. R., Takata, T., Ide, E., Leung, C. et al.(2001)。Divergent consequences of success and failure in Japan and North America: An investigation of self-improving motivations and malleable selves。Journal of Personality and Social Psychology，81(4)，599-615。  new window
25.Marsh, H. W.(1984)。Self-concept, social comparison and ability grouping: A reply to Kulik and Kulik。American Educational Research Journal，21，799-806。  new window
26.Marsh, H. W.(1984)。Self-concept: The application of a frame of reference model to explain paradoxical results。Australian Journal of Education，28，165-181。  new window
27.Marsh, H. W.(1991)。Failure of high-ability schools to deliver academic benefits commensurate with their students’ ability levels。American Educational Research Journal，28(2)，445-480。  new window
28.Marsh, H. W.、Baumert, J.、Köller, O.(2001)。Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big fish little pond effect on academic self-concept。American Educational Research Journal，38(2)，321-350。  new window
29.Marsh H. W. Seaton M. Trautwein U. Lüdtke O. Hau K.-T. O’Mara A. J. et al.(2008)。The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research.。Educational Psychology Review，20，319-350。  new window
30.Marsh, H. W.,、Yeung, A. S.(1997)。Coursework selection: The effects of academic self-concept and achievement。American Educational Research Journal，34，691-720。  new window
31.Preckel, F., Zeidner, M., Goetz, T.,、Schleyer, E.(2008)。Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes。Contemporary Educational Psychology，33，78-96。  new window
32.Seaton, M., Marsh, H. W., Dumas, F., Huguet, P., Monteil, J.-M., Regner, I. et al.(2008)。In search of the big fish: Investigating the coexistance of the big-fish-little-pond effect with the positive effects of upward comparison。British Journal of Social Psychology，47，73-103。  new window
33.Tymms, P.(2001)。A test of the big fish in a little pond hypothesis: An investigation into the feelings of seven-year-old pupils in school。School Effectiveness and School Improvement，12(2)，161-181。  new window
34.Zeidner, M.,、Schleyer, E. J.(1999)。The big-fish- little-pond effect for academic self-concept, test anxiety and school grades in gifted children。Contemporary Educational Psychology，24，305-329。  new window
35.Dai, D. Y.(2004)。How universal is the big-fish-little-pond effect?。American Psychologist，59，267-268。  new window
會議論文
1.郭靜姿(2003)。從資優生特質研究談情意輔導需求。情意思考教學研討會。  延伸查詢new window
2.Marsh, H. W.(2005)。Big-fish-little-pond effect on academic self-concept: Cross-cultural and cross-disciplinary generalizability。Parramatta, Australia.。  new window
研究報告
1.張秋男(2005)。國際數學與科學教育成就趨勢調查 2003 (計畫編號：NSC92-2511-S003-016)。臺北市：國立臺灣師範大學科學教育中心。  延伸查詢new window
2.毛國楠、趙曉美(2007)。大魚小池效應對高中數理資優生學業自我概念與學習適應關係之研究。臺北市。  延伸查詢new window
學位論文
1.羅啟宏(1992)。臺灣省均衡地方發展之研究(博士論文)。中國文化大學，臺北市。new window  延伸查詢new window
2.侯雅齡(1998)。國小兒童自我概念量表編製及其相關因素研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
3.陳雅雯(2003)。中部地區國小高年級學童自我概念、學習動機與學業成就關係之研究(碩士論文)。國立台中教育大學，臺中。  延伸查詢new window
4.李麗花(2002)。高中僑生自我概念、生活適應與學業成就之相關研究，臺北市。  延伸查詢new window
5.韓梅玉(1995)。資優生智力、學科成就、自我概念及同儕關係之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
圖書
1.Feldhusen, J. F.(1986)。A conception of giftedness。Conceptions of giftedness。Cambridge, MA：Cambridge University Press。  new window
2.Hattie, J.(1992)。Self-Concept。Hillsdale, New Jersey：Lawrence Erlbaum Association。  new window
3.Dabrowski, K.(1964)。Positive disintegration。Boston, MA：Little Brown。  new window
4.Martin, M. O.、Mullis, I. V. S.、Foy, P.(2008)。TIMSS 2007 international science report: Findings from IEA’s Trends in International Mathematics and Science Study at the fourth and eighth grades。Chestnut Hill, MA：TIMSS & PIRLS International Study Center, Boston College。  new window
5.Hofstede, Geert H.、Hofstede, Gert Jan(2005)。Cultures and Organizations: Software of the Mind。New York：McGraw-Hill。  new window
6.教育部特殊教育工作小組(2008)。97年度特殊教育統計年報。臺北：教育部。  延伸查詢new window
7.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA：Sage Press。  new window
8.徐隆德、許烺光(1988)。美國人與中國人 (American and Chinese)。臺北市。  延伸查詢new window
9.教育部(2009)。高級中學科學班開設招生及經費補助要點。臺北市。  延伸查詢new window
10.Kulik, J. A.,、Kulik, C. L. C.(1997)。Ability grouping。Handbook of gifted education (2nd ed)。Boston, MA。  new window
11.Marsh, H. W.(1993)。Academic self-concept: Theory measurement and research。Psychological perspectives on the self。Hillsdale, NJ。  new window
12.Marsh H. W.、O’Mara A. J.(2008)。Self-concept is as multidisciplinary as it is multidimensional: A review of theory, measurement, and practice in self-concept research。Self-processes, learning, and enabling human potential: Dynamic new approaches。Charlotte, NC。  new window
13.Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., Congdon, R.,、du Toit, M.(2004)。HLM 6.04: Hierarchical linear and nonlinear models。Lincolnwood, IL。  new window
其他
1.黃朗文(2002)。自我概念的發展歷程--從青少年初期到中後期的轉變，臺中市：台中東海大學。  延伸查詢new window
圖書論文
1.Turner, John C.(1999)。Some current issues in research on social identity and self-categorization theories。Social Identity: Context, Commitment, Content。Blackwell。  new window
2.Kulik, J. A.、Kulik, C. L. C.(1991)。Ability grouping and gifted students。Handbook of gifted education。Boston, MA：Allyn & Bacon。  new window
3.Marsh, H. W.、Craven, R.(2002)。The pivotal role of frames of reference in academic self-concept formation: The big fish little pond effect。Adolescence and education。Greenwich, CT：Information Age。  new window
 
 
 
 
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