According to the big-fish-little-pond effect (BFLPE), equally able students have lower academic self-concepts when attending academically selective schools than non-selective schools. Here we evaluated the generalizability of the BFLPE with diverse self-constructs (e.g., self-concepts, values, goals, interest, etc.) for Grade 7 Hong Kong Chinese students (N= 1950). According to the internal/external frame of reference model, students formulate their self-concept by comparing their own performance (e.g., math achievement) with that of other students (i.e., the external frame) as well as their own performance in other academic areas (e.g., language; the internal frame). In support of the BFLPE, structural equation models showed that self-concept, self-efficacy and interest were most affected by school-average ability. Furthermore, students with high mastery goal, low performance goals, and low avoidance goals were less affected by the negative BFLPE. In agreement with the Eccles and Wigfield's (2002) expectancy-value model, expectancy and value had positive, additive effects on students' persistence/effort. However, there was no expectancy X value interaction as posited in earlier versions of the model. Implications for teaching are discussed.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

Using data from Programme for International Student Assessment (PISA) developed by the Organisation for Economic Co-operation and Development (OECD), this study examines the social disparity of family involvement. A total of 4,405 students from 140 Hong Kong secondary schools participated in the first cycle of PISA study identifying four types of family involvement: cultural communication, social communication, homework supervision, and cultural activity. Multi-level analysis was used to examine the major family factors related to these types of family involvement. Consistent with previous research, working-class, immigrant, and single-parent families tend to have lower levels of parental involvement. The effect of these structural factors decreased after family resources, family network, and family norms entered into the multi-level regression model. It can be argued that the social disparity of family involvement is mediated by the deprivation of useful resources, lack of network, and low educational aspiration of the disadvantaged families. The results also suggested that it is not only cooperation between home and school, but also connection between parents and their children's peers that provides the necessary chemistry for success. Educators, parents, and policymakers should be aware that family networking should be extended to include the peers of the teenagers if they want to enhance family involvement in education.
[Copyright of School Community Journal is the property of American Association of School Librarians.
Access via Directory of Open Access Journals: http://www.adi.org/journal/]

One hundred seventy secondary schools in Hong Kong responded to a questionnaire designed to assess their needs for leadership training of students in different domains of school activities and their endorsement of university-school collaboration in these activities. The questionnaire also assessed the extent and degree of support and involvement that schools intended to provide in training programs and in organized school activities for students to assume leadership roles in schools. Findings indicated that schools were in need of student leaders in different student activities, especially in those less related to academic concerns. It was stressed that in providing opportunities for student leaders to continue practicing their skills in school activities, other students might eventually benefit through participation in school activities and peer support programs organized by student leaders.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190009554049 ]