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Related Concept Videos

Inertial Frames of Reference01:03

Inertial Frames of Reference

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Newton’s first law is usually considered to be a statement about reference frames. It provides a method for identifying a special type of reference frame: the inertial reference frame. In principle, we can make the net force on a body zero. If its velocity relative to a given frame is constant, then that frame is said to be inertial. So, by definition, an inertial reference frame is a reference frame where Newton's first law holds valid. Newton's first law applies to objects with...
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Non-inertial Frames of Reference01:27

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A reference frame accelerating or decelerating relative to an inertial frame is a non-inertial frame. To help understand this, consider what taking off in an airplane, turning a corner in a car, riding a merry-go-round, and the circular motion of a tropical cyclone all have in common. All these systems are accelerating, decelerating, or rotating relative to the Earth; hence, they all are non-inertial frames. All these systems exhibit inertial forces, which merely seem to arise from motion,...
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Framing Effects03:26

Framing Effects

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Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
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Frames01:30

Frames

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Frames are essential components of various mechanical and structural systems used daily. These structures are known for their stability and ability to bear heavy loads. A frame is constructed using two-force and multi-force members, interconnected using pin joints. In contrast, trusses are made entirely of two-force members.
Frames are versatile and widely used in various applications such as structural supports for beams and columns, automobile chassis construction, and in the construction...
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Frames: Problem Solving I01:24

Frames: Problem Solving I

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Consider a jib crane with an external load suspended from the pulley. The dimensions of the crane members are shown in the figure. A systematic analysis of the frame structure is required to determine the reaction forces at the pin joints, assuming that the pulleys are frictionless.
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Frames: Problem Solving II01:26

Frames: Problem Solving II

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Consider a hydraulic hoist supporting a load of 1 kN. Assuming a simplified schematic representation of this frame structure, the force acting on BD and BF members can be determined.
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Related Experiment Video

Updated: Jan 28, 2026

Frame-by-Frame Video Analysis of Idiosyncratic Reach-to-Grasp Movements in Humans
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Tracks as frames of reference for academic self-concept.

J Dockx1, B De Fraine1, M Vandecandelaere1

  • 1KU Leuven, Belgium.

Journal of School Psychology
|March 2, 2019
PubMed
Summary

Academic self-concept development varies across educational tracks. While higher tracks benefit students, lower tracks show detrimental effects, with differences emerging after two years.

Keywords:
Academic self-conceptBig-fish-little-pondLatent growth curveMatchingTracking

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Sociology of Education

Background:

  • Academic self-concept is crucial for educational attainment.
  • Understanding how educational tracks influence self-concept development is essential.
  • Previous hypotheses like 'big-fish-little-pond' lack consistent empirical support.

Purpose of the Study:

  • To compare the longitudinal development of academic self-concepts across different secondary education tracks.
  • To investigate the impact of track placement on students' general academic self-concept and subject-specific self-concepts (mathematics, Dutch).
  • To test competing hypotheses regarding social comparison effects in educational settings.

Main Methods:

  • Longitudinal cohort study involving 3205 students in 46 schools in Flanders.
  • Measurement of general academic self-concept, self-concept in mathematics, and self-concept in Dutch.
  • Advanced statistical matching techniques (propensity score, Mahalanobis distance, coarsened exact matching) to control for selection bias.
  • Multiple indicator quadratic latent growth curve modeling to analyze developmental trajectories.

Main Results:

  • Students in the two highest academic tracks showed a beneficial effect on academic self-concept development.
  • Placement in higher tracks among the three lower-tier tracks had a detrimental effect on self-concept development.
  • Significant differences in self-concept development between tracks became evident only after two years of secondary education.
  • Findings did not support the 'big-fish-little-pond' or 'basking in reflected glory' hypotheses.

Conclusions:

  • Educational track placement significantly impacts academic self-concept trajectories, with nuanced effects depending on the hierarchical level of the tracks.
  • The influence of educational tracking on self-concept is not immediate and requires sustained exposure.
  • The study highlights the complex interplay between educational structure, social comparison, and student self-perceptions, challenging simplistic theoretical models.