The Big-Fish-Little-Pond Effect on Academic Self-Concept: A Meta-Analysis

The relational side of teachers' self-efficacy: Assimilation and contrast effects of classroom relational climate on teachers' self-efficacy

Although much is known about the sources of teachers' self-efficacy (TSE), less attention has been paid to the social-contextual specificity of TSE and the processes influencing the relevance of TSE information sources. This study investigated both dyad-level relationships and the classroom relational climate as predictors of TSE at the student and classroom level. Additionally, we explored two competing hypotheses-assimilation and contrast-articulating how teachers use information conveyed by classroom relationship experiences as a heuristic to interpret relationship experiences with individual students as a TSE source. Elementary school teachers (N = 86; 72.05% female) completed the Student-Teacher Relationship Scale and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 687, 50.1% girls, Grades 3-6) from their classes. Doubly latent multilevel structural equation modeling was used to test for associations of Closeness and Conflict with TSE at both the student (L1) and classroom level (L2). Contextual effects, corresponding to associations of classroom-level Closeness and Conflict with TSE above the same associations at the student level, were calculated to test assimilation and contrast hypotheses. At L1, results indicated positive associations between Closeness and TSE and negative associations between Conflict and TSE. At L2, only Conflict was negatively associated with TSE. Consistent with the contrast hypothesis, the contextual effect of Closeness, but not Conflict, was negative and significant. Hence, teachers' judgments of a relatively close classroom relational climate may lead them to perceive relational closeness with individual students in a more negative light, resulting in lower levels of TSE toward these students.

Empathic forecasting of the big-fish-little-pond effect

The big-fish-little-pond effect (BFLPE) is the tendency for students to evaluate themselves more favourably when they have high rank in a low rank school than low rank in a high rank school. Research has documented the BFLPE on experienced emotions. We conducted three studies that examined forecasts of how the BFLPE influences other people's emotions (i.e. empathic forecasts). In Study 1, participants received performance feedback about themselves or another person and reported their own affect or anticipated the other person's affect. Results extended the BFLPE to empathic forecasting. Moreover, forecasters anticipated that the BFLPE had a stronger influence on negative emotion than it actually did. Study 2 tested whether neglect of group rank underlies the BFLPE in empathic forecasting. Empathic forecasts were strongly influenced by another person's rank in their group, but only weakly influenced by group rank. Study 3 tested whether extremity of group ranks exacerbates the BFLPE in empathic forecasting. Empathic forecasts were especially favourable (unfavourable) when a target had very high (low) rank in a very low (high) rank group. These data support the BFLPE in empathic forecasting, but also illustrate ways in which it is both similar to and different from actual experience of the effect.

Academic Self-Concept Wins the Race: The Prediction of Achievements in Three Major School Subjects by Five Subject-Specific Self-Related Variables

The importance of self-related constructs in predicting academic achievement has been increasingly emphasized in recent decades. Typically, bivariate associations of self-related variables with achievements have been reported. Research quantifying the combined predictive power of more than two self-variables has been scarce. Moreover, except for the academic self-concept, these variables have almost always been measured across domains, i.e., without considering the specifics of individual school subjects. The current study aimed to statistically predict academic achievement (operationalized via school grades) in three major subjects (Chinese (native language), mathematics, and English (foreign language)) by using subject-tied scales, namely academic self-concept, conscientiousness, need for cognition, perseverance of effort, and consistency of interest. The sample comprised 791 Chinese adolescents. Each scale was related separately to each of the three school subjects. Hierarchical linear regression analyses were run. The control variable, biological sex, accounted for 2% of Chinese grades and 8% of English grades, but not of mathematics grades. Adding subject-specific self-concept scales increased the explained variance to 7% (Chinese), 16% (mathematics), and 32% (English). Further additions to the other four self-related scales did not increase the variances that were accounted for. The discussion underlines the relevance of subject-specific academic self-concepts as predictors for subject-tied academic achievements.

Investigating social comparison behaviour in an immersive virtual reality classroom based on eye-movement data

Higher-achieving peers have repeatedly been found to negatively impact students' evaluations of their own academic abilities (i.e., Big-Fish-Little-Pond Effect). Building on social comparison theory, this pattern is assumed to result from students comparing themselves to their classmates; however, based on existing research designs, it remains unclear how exactly students make use of social comparison information in the classroom. To determine the extent to which students (N = 353 sixth graders) actively attend and respond to social comparison information in the form of peers' achievement-related behaviour, we used eye-tracking data from an immersive virtual reality (IVR) classroom. IVR classrooms offer unprecedented opportunities for psychological classroom research as they allow to integrate authentic classroom scenarios with maximum experimental control. In the present study, we experimentally varied virtual classmates' achievement-related behaviour (i.e., their hand-raising in response to the teacher's questions) during instruction, and students' eye and gaze data showed that they actively processed this social comparison information. Students who attended more to social comparison information (as indicated by more frequent and longer gaze durations at peer learners) had less favourable self-evaluations. We discuss implications for the future use of IVR environments to study behaviours in the classroom and beyond.

Non-Cognitive Specificities of Intellectually Gifted Children and Adolescents: A Systematic Review of the Literature

For several years, there was a growing interest in intellectual giftedness and in particular in the non-cognitive specificities of gifted individuals. This topic attracted much public attention and sometimes led to contradictions with the scientific literature. The current review synthesizes a broad set of results related to non-cognitive specificities of intellectual gifted in children and adolescents. This synthesis of scientific research on giftedness and its associated non-cognitive features does not support the conclusion that there is a stable profile across gifted individuals that would consistently separate them from non-gifted individuals. A few specificities in some areas are noted, but they are not necessarily being systematic. These specificities often turn out to be in favor of gifted youth, contrary to the view sometimes defended in the general public that gifted individuals suffer from major everyday difficulties. Finally, methodological issues are listed regarding the designs of existing studies, with recommendations for future research in the field.

How college-student academic undermatch affects students: Quasi-experimental evidence on multifaceted student outcomes

Undermatching is a phenomenon in which students attend institutions that are less selective than the ones they could enroll given their academic credentials. Recent research suggests that undermatching may harm student development during college. However, there have been few comprehensive analyses of the causal relationship of undermatching and multifaceted college experience. Using college student longitudinal data from Beijing, China, we provide new quasi-experimental evidence on the effects of academic undermatch. This study extends the existing literature by focusing on a wide variety of student outcomes during college years, including learning motivation, behavior and academic performance, psychological attitudes and mental health, interpersonal relationships and involvement, and college satisfaction. Employing the exogenous admissions reform as the instrumental variable for undermatching, we find that undermatching predicts better academic performance and self-evaluation, but worse social relationships and college satisfaction. The results suggest that, although undermatched students are usually higher academic achievers than their college peers, they lack group identity and are not socially involved in college life.

The regional big-fish-little-pond effect: Evidence from national and subnational comparisons

According to the big-fish-little-pond effect (BFLPE), students evaluate themselves more favourably when they have a high rank in a low-rank school than a low rank in a high-rank school. We examined whether the BFLPE impacts self-evaluations in regional settings, where the reference group is one's nation or subnation. In Study 1, participants told that they ranked above average in a below-average nation evaluated themselves more favourably than participants told that they ranked below average in an above-average nation. Study 2 demonstrated that this regional BFLPE occurs both when the reference group is one's nation (USA) and one's subnation (e.g. California, Florida). Finally, Study 3 found that the BFLPE occurs and is similar in size when the reference group is one's nation versus one's school. In sum, these experiments provide novel support for the BFLPE in regional contexts and suggest that social comparisons that involve regional groups substantially impact self-evaluations.

Emotional Intelligence and Creative Self-Efficacy among Gifted Children: Mediating Effect of Self-Esteem and Moderating Effect of Gender

Creative self-efficacy is a type of individual creative self-belief, which is an important predictor of creative activities and achievements. For gifted children who have high creative potential, the influencing factors of their creative self-efficacy need to be further explored. This study aimed to explore the relationship between gender, emotional intelligence, self-esteem, and creative self-efficacy in gifted children, with special attention on the mediating role of self-esteem and the moderating role of gender in the relationship between emotional intelligence and creative self-efficacy. Participants in this study included 226 gifted students aged 10-13 (135 boys and 91 girls) from experimental classrooms designed for gifted students in North China. The creative self-efficacy scale (CSE), the emotional intelligence scale (EIS), and the self-esteem scale (SES) were tested. The statistical results indicate that: (1) emotional intelligence significantly positively predicted creative self-efficacy in gifted children; (2) self-esteem partially mediated the link between emotional intelligence and creative self-efficacy; and (3) gender acted as a moderator for the mediation model, in which self-esteem played a complete mediating role in gifted boys, while the mediating role of self-esteem in gifted girls was not significant. The results of this study reveal the influential mechanism of creative self-efficacy in gifted children of different genders and may provide further implications for promoting the creative potential of gifted children.

Risks to mental health of higher degree by research (HDR) students during a global pandemic

The COVID-19 pandemic has affected university students globally. Our study investigated mental health indicators among higher degree by research (HDR) students at a regional university in Queensland, Australia. A total of 231 HDR students (female = 137, male = 94) completed the Brunel Mood Scale to assess the constructs of Tension, Depression, Anger, Vigor, Fatigue, and Confusion. A subset of 11 students participated in three focus groups to explore their experiences. Results showed that reported mood among HDR students was generally more negative than population norms, although more positive than moods reported previously during the pandemic. A total of 52 participants (22.5%) reported mood profiles that indicated elevated risk of mental ill-health. Mood profiles varied significantly by gender, age, study mode (full-time/part-time), location (on-campus/online), and citizenship (domestic/international). Quantitative data were supported by focus group findings, which identified mental health and wellbeing as key themes of concern to HDR students. Our findings indicate that support mechanisms to safeguard the mental health and wellbeing of HDR students should be a priority for universities.

Achievement Emotions in Selective Schools: Reexamining the Happy-Fish-Little-Pond Effect in an Extreme Case from the Chinese Collectivist Context

Achievement emotions, defined as the emotions generated in the academic process or by achievement results, are critical for an individual's mental health, personality development, and academic productivity. Referring to the well-known big-fish-little-pond effect on academic self-concept, which describes the well-known phenomenon that students in selective schools/classes tend to have lower academic self-concepts than those who are comparably competent but attend regular schools/classes, Pekrun and colleagues focused on German students and proposed a similar happy-fish-little-pond effect on achievement emotions in 2019. In our paper, we examined whether this effect exists in extreme cases. To maximize the positive reflected-glory effect of being in a selective school and minimize the negative social comparison contrast effects that result from being ranked low in the school, we conducted an investigation in the Chinese collectivist cultural setting and compared the achievement emotions of students from a highly selective senior middle school with those of students from a regular school where the top-ranking students fell short of the bottom-ranking students in the selective school in terms of academic performance. Through an analysis of variance and a moderated serial mediation model, our study revealed that the bottom-ranking students in the selective school had less positive achievement emotions, lower academic self-concepts, and more negative achievement emotions than the top-ranking students in the regular school, providing strong evidence that students rely more on social comparison than on objective self-evaluation standards to evaluate themselves. The implications of the results for educational policies are discussed.

Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion

The aim of the study was to illustrate the impact of teachers’ implementation of differentiation and individualization (perceived by students) on students’ perception of their inclusion regarding their social inclusion, emotional wellbeing and academic self-concept. The study sample comprised 824 third-to-eighth-grade students [255 males (31%) and 569 females (69%)]. Around 10% of the sample (82) had special educational needs (SEN). Students’ perceived inclusion levels and academic self-concept were examined with the Arabic version of the Perceptions of Inclusion Questionnaire (PIQ-S-AR). Students’ ratings of inclusive practices in their classroom were examined using the Arabic version of the Inclusive Teaching Practices Scale (ITPS). SEN students expressed lower perceived social inclusion, emotional inclusion, and academic self-concept in comparison with non-SEN students. Moreover, high levels of inclusive teaching practices strongly predicted students’ perceived emotional inclusion, social inclusion, and academic self-concept. The results of the study supported the importance of school-level inclusive teaching practices and their relation to students’ school experiences. It also highlighted the need for schools and teachers to work towards improved school-level inclusion experiences for SEN students.

An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts

Previous research has shown that three comparison types are involved in the formation of students’ academic self-concepts: social comparisons (where students compare their achievement with their classmates), dimensional comparisons (where students compare their achievement in different subjects), and temporal comparisons (where students compare their achievement across time). The 2I/E model provides a framework to describe the joint effects of these comparisons. To date, it has been tested in 12 empirical studies. However, integration of these findings is lacking, especially in terms of yielding reliable estimates of the strength of social, dimensional, and temporal comparison effects. We therefore conducted an individual participant data (IPD) meta-analysis, in which we reanalyzed the data used in all prior 2I/E model studies (N = 45,248). This IPD meta-analysis provided strong support for the 2I/E model: There were moderate social comparison effects, small to moderate dimensional comparison effects, and small temporal comparison effects on students’ math and verbal self-concepts. Moreover, several moderating variables affected the strength of these effects. In particular, the social and temporal comparison effects were stronger in studies using grades instead of test scores as achievement indicators. Older students showed weaker social comparison effects but stronger dimensional comparison effects compared to younger students. Social comparison effects were also stronger in academic track schools compared to nonacademic track schools. Gender and migration background had only very small impacts on the strength of single comparison effects. In sum, this IPD meta-analysis significantly enhances our knowledge of comparison making in the process of students’ self-concept formation.

Anesthesiology Residency and Relationship Health: A Psychological Approach

This article explores an often-untouched subject in anesthesiology residency: relationships. The authors examine the importance of fostering all types of relationships (eg, personal, professional, self) and the impact of the training process on relationships and total well-being. Common issues in relationships during anesthesiology residency are shared through real-life anecdotes from physicians who are currently in or have completed their residencies. Psychological principles including optimism bias, cognitive dissonance, social comparison, and self-efficacy are explored as contributing to dysfunction in relationships. Strategies are offered for each psychological domain as a resource for faculty and program leadership to improve the residency experience in anesthesiology.

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Academic self-concept is one of the most important non-cognitive variables in determining students' attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students' schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.

Role of contextual and compositional characteristics of schools for health inequalities in childhood and adolescence: a scoping review

OBJECTIVES

To synthesise the evidence on the role of compositional or contextual characteristics of schools in the association between students' socioeconomic position and their health in primary and secondary education in developed economies.

DESIGN

Scoping review. We included studies examining the role of at least one school or class characteristic on students' health inequalities and was published since 1 January 2000, in English or German. We searched PubMed/Medline, Web of Science and Education Resources Information Center. We provided a narrative synthesis and an overview of findings. School characteristics were grouped into five broad categories: school composition, school climate, school policies and organisation, food environment and facilities.

RESULTS

Of 8520 records identified, 26 studies were included. Twelve studies found a moderating and 3 a mediating effect. The strongest evidence came from studies examining the moderating effect of school composition, that is, the negative impact of a low individual socioeconomic position on mental health and well-being was aggravated by a low average socioeconomic position of schools. Evidence concerning the role of school climate, school stratification (eg, performance base tracking) and sponsorship, food environment and sport facilities and equipment was generally weak or very weak and mostly based on singular findings. Overall, favourable meso-level characteristics mitigated the negative impact of low individual socioeconomic position on health outcomes.

CONCLUSIONS

School characteristics affect health inequalities in children and adolescents to some degree, but future research is necessary to strengthen the existing evidence and address under-represented aspects in school characteristics and health outcomes.

A Discourse on Teachers' Self-Concept Affecting Their Perceived Ease of ICT Use

The purpose of this study was to review the latest literature on self-concept and to explore its effect on teachers' perceived ease of information and communication technology (ICT) use. It reports descriptive survey results within the ex-post facto research design conducted among randomly selected 300 teachers of 50 Indian secondary schools. Regression was the main statistical measure used for assessing the percentage of the variance in the dependent variable that the independent variable explains. Findings revealed that teachers' ICT-related self-concept has been a significant predictor of their perceived ease of use (R=.88, R2=.77). For every one standard unit increase of self-concept, the perceived ease of use will be increased by .88 standard units. Based on these findings, the authors proposed a pertinent extension of the TAM3 viewing the complexities of today's e-adoption. The discourse ends with an anticipated counseling framework to fortify teachers' self-concept as an approach to boost their ICT use.

Validation of the Academic Self-Concept Scale in the Spanish University Context

The aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (Mage = 24.55; SDage = 5.35) (58% girls) and students of the Master’s in Teacher Education participated. The scale’s psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students’ academic lives.

Examining the Relationships among Cognitive Ability, Domain-Specific Self-Concept, and Behavioral Self-Esteem of Gifted Children Aged 5-6 Years: A Cross-Sectional Study

Although childhood is a critical period of development during which all children begin a lifelong process of self-discovery that shapes their identities, few studies have focused on the self-concept and self-esteem of young, gifted children. This study recruited 108 gifted children aged 5–6 years from Greece and their preschool teachers to explore the relationships among cognitive ability, domain-specific self-concepts, and global self-esteem. The Pictorial Scale for Perceived Competence and Social Acceptance was used to assess the domain-specific self-concepts of the participants, whereas behavioral manifestations of self-esteem were rated by the children’s teachers using the Behavioral Academic Self-Esteem Scale. There were positive correlations among IQ, perceived scholastic competence, and global self-esteem. Hierarchical regression analysis indicated that significant predictors of global self-esteem were male gender, higher IQ, perceived scholastic competence, and perceived maternal acceptance. Additionally, there were gender differences in global self-esteem and perceived physical competence in favor of boys, whereas perceived maternal acceptance favored girls. This article discusses the need for practitioners working with gifted children to enact a comprehensive social–emotional learning curriculum in schools that promotes academic as well as personal and character strengths. Finally, the limitations of the study and suggestions for future research are also presented.

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda

The question of how learners’ motivation influences their academic achievement and vice versa has been the subject of intensive research due to its theoretical relevance and important implications for the field of education. Here, we present our understanding of how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement and the kinds of evidence that support this reciprocity. While the reciprocal nature of the relationship between motivation and academic achievement has been established in the literature, further insights into several features of this relationship are still lacking. We therefore present a research agenda where we identify theoretical and methodological challenges that could inspire further understanding of the reciprocal relationship between motivation and achievement as well as inform future interventions. Specifically, the research agenda includes the recommendation that future research considers (1) multiple motivation constructs, (2) behavioral mediators, (3) a network approach, (4) alignment of intervals of measurement and the short vs. long time scales of motivation constructs, (5) designs that meet the criteria for making causal, reciprocal inferences, (6) appropriate statistical models, (7) alternatives to self-reports, (8) different ways of measuring achievement, and (9) generalizability of the reciprocal relations to various developmental, ethnic, and sociocultural groups.

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students' self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student's emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM-gifted adolescents and their peers

Background

Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under‐explored.

Aims

The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement.

Sample

Nine hundred seventy‐three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty‐one unselected adolescents (M = 15.07; SD = 1.18) participated in the study.

Methods

Participants completed self‐report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained.

Results

The observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to .05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to .04]. The selected group also showed higher Year and Examination grades (ES = .05 and .23, respectively). However, MANOVA results showed larger differences between samples (ES = .15).

Conclusion

Our results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, multivariate results suggest greater overall differences. These results suggest that high‐achieving individuals may be characterized by specific combinations of personality and behavioural traits.

How Personal and Social Selves Influence the Development of Children and Adolescents at School

Abstract. How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and student outcomes, we argue that social selves – learners' knowledge about their group memberships and associated evaluations – have an impact, too. Students are more intrinsically motivated and more successful if they experience fit between learning environment and important self-aspects. Accordingly, we suggest a model according to which students try to increase fit by exerting primary control, i. e., by proactively changing the environment, with the self as agent. To that end (i) they mentally project the self as different from the actual self, with the mental self-projection serving as a self-evaluative standard and motiving behaviors aiming at its attainment, (ii) they choose behavioral options that allow for the enactment of important self-aspects, (iii) they choose interaction partners who share important self-aspects or are supportive of their behavioral enactment, and (iv) they switch between or prioritize different values, to best match affordances and constraints of the learning environment. If a student repeatedly fails to achieve fit through primary control, secondary control strategies are deployed, i. e., internal processes aimed at minimizing losses and saving resources for the pursuit of more attainable goals. To that end, students either disidentify with the learning environment or redefine their selves in a reactive manner, with, in many cases, detrimental effects on their academic outcomes. We hope to inspire educational psychologists to more systematically investigate the different self-aspects' impact on social and academic development of learners at school.