Contrast and Assimilation Effects in Elementary School Students and the Role of Teachers' Recommendations

• In Event: Poster Session 12
  In Poster Session: Division C Poster Session

Abstract

A few studies have evaluated the big-fish-little-pond-effect (BFLPE) in elementary school students while there is hardly any research in assimilation effects prior to transitioning to secondary school. Due to ability tracking and the teachers’ track recommendations, however, it is possible to identify preliminary consequences of ability grouping. Utilizing multilevel modeling with the Trends in International Mathematics and Science Study (TIMSS) data, we evaluated both the BFLPE and assimilation effects in N = 4540 German fourth graders. Results showed the BFLPE decreased after controlling for the recommendation and was mediated by Grade Point Average (GPA) and cognitive ability. Positive assimilation effects (recommendation effects) remained stable while controlling for the BFLPE, GPA and cognitive abilities. Preliminary consequences of ability grouping are discussed.

Authors

• Johanna Hildebrandt, Freie Universität Berlin

• Rainer Watermann, Freie Universität Berlin