Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling

Journal article › Research › Peer reviewed

Publication data

ByMichael Becker, Marko Neumann
Original languageEnglish
Published inJournal of Educational Psychology, 110(6)
Pages882-897
Editor (Publisher)American Psychological Association
ISSN0022-0663, 1939-2176
DOI/Linkhttps://doi.org/10.1037/edu0000233
Publication statusPublished – 08.2018

DOI

https://doi.org/10.1037/edu0000233

Final published version

effect heterogeneitybig-fish-little-pond effectacademic self-conceptlongitudinal studycontext change