BIG FISH LITTLE POND EFFECT IN HIGH SCHOOLS IN TURKEY

Abstract

In this study, the Big Fish Little Pond Effect (BFLPE) has been tested in the high schools in Turkey. To test this hypothesis, the academic self-concept of the 9th and 10th-grade students at different success levels in Turkey was examined. The sample was composed of 4273 students in 12 different provinces randomly selected to represent Turkey. The data were collected by the personal information form developed by the researcher and the Academic Self Description Questionnaire -II (Marsh, 1990), which was adapted into Turkish. Direct comparison analyses and hierarchical regression analyses were used to testing the hypothesis. As a result, the BFLPE hypothesis is partially supported. It was found that all students were negatively affected by the average success level of the school. In contrast, students in high schools with high success levels were positively and negatively affected.

Keywords

• Big fish little pond effect (BFLPE)
• Self-concept
• Academic self-concept

TÜRKİYE’DEKİ LİSELERDE BÜYÜK BALIK KÜÇÜK GÖLET ETKİSİ

Abstract

Bu çalışmada, Büyük Balık Küçük Gölet Etkisi (BBKGE) hipotezi Türkiye’deki liselerde test edilmiştir. BBKGE hipotezine göre, okulun ortalama başarı düzeyi öğrencinin akademik benlik algısına negatif katkı sağlarken, öğrencinin bireysel başarısı akademik benlik algısına pozitif katkı sağlar. Bu hipotezi test etmek amacıyla Türkiye’de farklı başarı düzeyindeki 9. ve 10.sınıf öğrencilerinin akademik benlik algıları incelenmiştir. Örneklem Türkiye’yi temsil edecek şekilde seçkisiz olarak atanan 12 farklı ildeki 4273 öğrenciden oluşturulmuştur. Veriler, araştırmacı tarafından geliştirilen kişisel bilgi formu ve Türkçe’ye uyarlanan Akademik Benlik Algısı Ölçeği-II (Marsh, 1990) ile toplanmıştır. Verilerin çözümlenmesinde, doğrudan karşılaştırma analizleri ve hiyerarşik regresyon analizleri kullanılmıştır. Çalışmada bireysel not ortalamasının her zaman akademik benlik algısını açıklayan en önemli değişken olduğu bulunmuştur. Bireysel başarı kontrol edildiğinde okulun genel not ortalamasının akademik benlik algısına negatif katkısı olduğu bulunmuş ve BBKGE hipotezine destek elde edilmiştir. Ancak yüksek başarı düzeyindeki okullarda bireysel başarı kontrol edildiğinde, okulun ortalama TEOG puanının akademik benlik algısına pozitif katkısı olması BBKGE hipoteziyle ters düşmektedir. Dolayısıyla bu çalışmada BBKGE hipotezinin destek bulduğu ve bulmadığı sonuçlar eş zamanlı olarak elde edilmiştir.

Keywords

• Büyük balık küçük gölet etkisi (BBKGE)
• Benlik algısı
• Akademik benlik algısı

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