Can Grades Move the Big Fish? The Consequences of Receiving Report Cards for Frame-of-Reference Effects on Academic Self-Concept

2021 ◽  
Author(s):  
Moritz Fleischmann ◽  
Nicolas Hübner ◽  
Herbert Marsh ◽  
Ulrich Trautwein ◽  
Benjamin Nagengast
Keyword(s):  
Empirical Evidence ◽  
Elementary School Students ◽  
Social Comparisons ◽  
Frame Of Reference ◽  
Report Cards ◽  
Self Concept ◽  
School Students ◽  
Relative Class ◽  
Time Period ◽  
Ranking Information

Equally able students have lower academic self-concepts in high-achieving classes—a phenomenon known as the big fish little pond effect (BFLPE). School grades have been speculated to contribute to the BFLPE as they provide relative class ranking information and increase competition. However, empirical evidence for this assumption is not conclusive as it stems from correlational studies. Our sample comprised 9,104 Swedish elementary school students from the 1970s, a time period in which Swedish municipalities were free to decide to abolish grading. We found the frame-of-reference effect not to differ between nongraded and graded students. In line with the evolutionary basis of the BFLPE, these results suggest that students engage in social comparisons independent of whether or not they are graded.

scholarly journals PENGARUH MODEL PEMBELAJARAN LURING DAN MODEL PEMBELAJARAN DARING TERHADAP PRESTASI BELAJAR SISWA METTA SCHOOL

2021 ◽  
Vol 35 (2) ◽  
pp. 105-113
Author(s):  
Wina Dhamayanti ◽  
Silvya Indraningtyas ◽  
Adji Sastrosupadi
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Students ◽  
Learning Model ◽  
Report Cards ◽  
School Students ◽  
Model Learning ◽  
Learning Achievement ◽  
Offline Learning ◽  
The Difference

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh antara model pembelajaran luring dan model pembelajaran daring terhadap prestasi belajar siswa SD Metta School Surabaya. Desain yang digunakan dalam penelitian berbentuk eksperimen dengan pendekatan kuantitatif. Instrumen yang digunakan dalam penelitian ini adalah angket yang disebarkan kepada 44 siswa SD dari kelas III-VI dan dokumen berupa nilai raport siswa. Data yang telah diperoleh dari penyebaran angket kemudian dianalisis menggunakan skala likert dan diuji dengan menggunakan uji-z. Hasil penelitian ini menunjukkan bahwa model pembelajaran luring dan model pembelajaran daring ada pengaruh terhadap prestasi belajar, jika ditinjau dari persen capaian sebesar 95% dan 79,75%. Selanjutnya berdasarkan uji-z diperoleh nilai signifikansi 6,827> , sehingga dapat disimpulkan bahwa ada pengaruh yang sangat nyata pada model pembelajaran luring dan model pembelajaran daring terhadap prestasi belajar. Jadi, peran guru dalam proses pembelajaran sangat penting untuk memancing motivasi belajar anak. Hal tersebut, juga harus didorong oleh usaha peserta didik dalam kegiatan belajar, sehingga pengalaman yang diperolehnya dapat memberikan manfaat dalam belajar. Kata-kata Kunci: Luring, Daring, Prestasi Belajar   Abstract: The study aims to determine the difference in the effect of offline learning model and online learning model on student achievement at Metta School Surabaya Elementary School. The design used in this research is in the form of an experiment with a quantitative approach. The instrument used in this study was a questionnaire distributed to 44 elementary school students from grades III-VI and a document in the form of student report cards. Data obtained from questionnaire distribution and then analyzed using a Likert scale and tested using the z-test. The results of this study indicate that the offline learning model and online learning model have an influence on learning achievement, when viewed from the percentage of achievement of 95% and 79,75%. Furthermore, based on the z-test, a significance value of 6,827>  was obtained, so it can be concluded that there is a very significance effect on the offline learning model and online learning model on learning achievement. Keywords: Offline Learning Model, Online Learning Model, Learning  Achievement

Self-Concept and Aggression in Elementary School Students

1987 ◽  
Vol 16 (2) ◽  
pp. 116-121 ◽  
Author(s):  
Elizabeth Schaughency ◽  
Cynthia L. Frame ◽  
Cyd C. Strauss
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Self Concept ◽  
School Students

scholarly journals Profile formation of academic self-concept in elementary school students in grades 1 to 4

PLoS ONE ◽  
2017 ◽  
Vol 12 (5) ◽  
pp. e0177854 ◽  
Author(s):  
Isabelle Schmidt ◽  
Martin Brunner ◽  
Lena Keller ◽  
Vsevolod Scherrer ◽  
Rachel Wollschläger ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Self Concept ◽  
School Students

scholarly journals Konsep diri membaca dan minat baca pada siswa sekolah dasar

Cognicia ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 6-10
Author(s):  
Roy Gustaf Tupen Ama ◽  
Rahma Widyana
Keyword(s):  
Elementary School ◽  
Sample Size ◽  
Elementary School Students ◽  
Learning Process ◽  
Sampling Technique ◽  
Self Concept ◽  
School Students ◽  
R Value ◽  
Reading Interest

Reading interest is very important for students in the learning process. This study aimed to determine the correlations between reading self concept and students reading interest. In this study, the researcher used two scales namely scaleof reading self concept, and scale of students interest in reading. The population in this study were all students of grade3,4,5 at X Sleman Elementary School in Yogyakarta, Indonesia. The sampling technique in this study was incidentalsampling with a sample size of 124. The results of the analysis show that there is a correlation between reading self concept and students reading interest with an r value of 0.855 (p = 0.01). It is important for elementary school students to form a reading self concept so that a high reading self concept will increase students reading interest.

Sign in / Sign up

Export Citation Format

Share Document