Study of the Happy-Fish-Little-Pond Effect in Mathematics Classes: Empirical Analysis Using TIMSS 2019 Data

• In Event: How Do Students' Self-Concepts of Ability Change Over Time? A Cross-Cultural Analysis

Abstract

This study examined the influence of individual- and school-level math achievement on enjoyment in eighth-graders within 11 countries and regions using TIMSS 2019 data set. Results showed that personal achievement was positively related to math enjoyment, whereas school-level achievement had the opposite relationship. The universality of the negative influence of school achievement on enjoyment, except in Finland, indicated intercultural consistency. In addition, findings demonstrated that the interaction effect between individual- and school-level achievement on enjoyment varied in different cultures. Lastly, the interaction effect between school-level achievement and gender suggested that girls in East Asia (especially in Taiwan) were generally more influenced by the negative impact of group-level achievement, while boys in other countries were subject to more happy-fish-little-pond-effect.

Author

• Xin Chen, The University of Hong Kong