Equally able students have lower academic self-concept in high achieving schools or classes, a phenomenon known as the big fish little pond effect (BFLPE). The class (more so than the school) has been shown to be the pivotal frame-of-reference for academic self-concept formation--a local dominance effect. However, many school systems worldwide…

Achievement emotions have received increasing attention in research on adolescence and young adulthood, but little is known about these emotions in the early years of schooling. Studies addressing the development of different achievement emotions and their linkages with achievement during these years are largely lacking. The present longitudinal…

Many classroom climate studies suffer from 2 critical problems: They (a) treat climate as a student-level (L1) variable in single-level analyses instead of a classroom-level (L2) construct in multilevel analyses; and (b) rely on manifest-variable models rather than on latent-variable models that control measurement error at L1 and L2, and sampling…