Marjorie Seaton
Biographic Data
| ID | 3656301 |
|---|---|
| NAME | Marjorie Seaton |
| GIVEN NAMES | Marjorie |
| FAMILY NAME | Seaton |
| SIGNATURE | SEATON M |
| AFFILIATIONS | Western Sydney University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes
We evaluated STEM (science, technology, engineering, and mathematics) coursework selection by women and men (representative longitudinal sample, 10,370 Australians) in senior high school and university, controlling achievement and expectancy-value variables. A near-zero total effect of gender on high school STEM enrollment reflected pathways favoring boys through achievement and expectancy-value variables, but a counteracting direct effect of gen…
Self-Concept
If one goes up the other must come down
BackgroundThe Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis).AimsTo our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data.SampleWe use cohort sequential dat…
Phantom Behavioral Assimilation Effects
Consistent with social comparison theory (SCT), Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux (2001) found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance--a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measur…
Big-Fish-Little-Pond Effect
Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 individual student characteristics. The constructs examined covered two broad areas: academic…
Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE)
It has been speculated that the big-fish-little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students' inv…
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny
The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term fo…
Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE)
It has been speculated that the big-fish-little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students' inv…
Big-Fish-Little-Pond Effect
Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 individual student characteristics. The constructs examined covered two broad areas: academic…
If one goes up the other must come down
BackgroundThe Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis).AimsTo our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data.SampleWe use cohort sequential dat…
Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes
We evaluated STEM (science, technology, engineering, and mathematics) coursework selection by women and men (representative longitudinal sample, 10,370 Australians) in senior high school and university, controlling achievement and expectancy-value variables. A near-zero total effect of gender on high school STEM enrollment reflected pathways favoring boys through achievement and expectancy-value variables, but a counteracting direct effect of gen…
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny
The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term fo…
Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE)
It has been speculated that the big-fish-little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students' inv…
Phantom Behavioral Assimilation Effects
Consistent with social comparison theory (SCT), Blanton, Buunk, Gibbons, and Kuyper (1999) and Huguet, Dumas, Monteil, and Genestoux (2001) found that students tended to choose comparison targets who slightly outperformed them (i.e., upward comparison choices), and this had a beneficial effect on subsequent performance--a behavioral assimilation effect (BAE). We show (Studies 1 and 2) that this apparent BAE is due, in part, to uncontrolled measur…
Big-Fish-Little-Pond Effect
Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 individual student characteristics. The constructs examined covered two broad areas: academic…
Self-Concept
If one goes up the other must come down
BackgroundThe Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis).AimsTo our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data.SampleWe use cohort sequential dat…
Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes
We evaluated STEM (science, technology, engineering, and mathematics) coursework selection by women and men (representative longitudinal sample, 10,370 Australians) in senior high school and university, controlling achievement and expectancy-value variables. A near-zero total effect of gender on high school STEM enrollment reflected pathways favoring boys through achievement and expectancy-value variables, but a counteracting direct effect of gen…
Education, Achievement, and Giftedness (6 works) · Psychology (6 works) · Developmental psychology (4 works) · Social Psychology (4 works) · Academic achievement (3 works) · Mathematics education (3 works) · Motivation and Self-Concept in Sports (3 works) · Social and Intergroup Psychology (3 works) · Coursework (2 works) · Demography (2 works)