TY - JOUR

T1 - Students’ own and perceived teacher reference norms

T2 - How are they interrelated and linked to academic self-concept?

AU - Lohbeck, Annette

AU - Freund, Philipp Alexander

N1 - Publisher Copyright: © 2020 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2021/4/30

Y1 - 2021/4/30

N2 - This study with 850 students examined the interrelations of students’ own and perceived teacher reference norms in combination with estimating the relations of these constructs to self-concept in the domain of mathematics. All reference norms were positively interrelated. Regression models yielded different results across school tracks: In elementary school, both the individual and the social reference norm were positively related to self-concept on the student level. In mixed school tracks, social reference norm was positively related to self-concept, and there was an interaction effect between grades and social reference norm on the student level. In the highest school track, students’ individual reference norm and perceived teacher social reference norm were positively related to self-concept on the student level. On the classroom level, students’ perceived teacher social reference norm was negatively related to self-concept in mixed school tracks, but positively related to self-concept in the highest school track. Evidence for the big-fish-little-pond-effect was found across all school tracks. These results highlight the importance of considering different reference norms in further research and educational practice. Highlights Students’ own and perceived teacher reference norms converge. Students’ reference norms are positively related to self-concept. Perceived teacher reference norms are positively related to self-concept. The use of reference norms varies across school tracks. There is support for the BFLPE in different school tracks.

AB - This study with 850 students examined the interrelations of students’ own and perceived teacher reference norms in combination with estimating the relations of these constructs to self-concept in the domain of mathematics. All reference norms were positively interrelated. Regression models yielded different results across school tracks: In elementary school, both the individual and the social reference norm were positively related to self-concept on the student level. In mixed school tracks, social reference norm was positively related to self-concept, and there was an interaction effect between grades and social reference norm on the student level. In the highest school track, students’ individual reference norm and perceived teacher social reference norm were positively related to self-concept on the student level. On the classroom level, students’ perceived teacher social reference norm was negatively related to self-concept in mixed school tracks, but positively related to self-concept in the highest school track. Evidence for the big-fish-little-pond-effect was found across all school tracks. These results highlight the importance of considering different reference norms in further research and educational practice. Highlights Students’ own and perceived teacher reference norms converge. Students’ reference norms are positively related to self-concept. Perceived teacher reference norms are positively related to self-concept. The use of reference norms varies across school tracks. There is support for the BFLPE in different school tracks.

KW - Psychology

KW - reference norms

KW - academic self-concept

KW - students

KW - Relations

UR - http://www.scopus.com/inward/record.url?scp=85082835595&partnerID=8YFLogxK

U2 - 10.1080/01443410.2020.1746239

DO - 10.1080/01443410.2020.1746239

M3 - Journal articles

VL - 41

SP - 640

EP - 657

JO - Educational Psychology

JF - Educational Psychology

SN - 0144-3410

IS - 5

ER -