The effect of peer group performance on the self-concept of reading in a foreign language

Rianne JanssenCentre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, BelgiumCorrespondence[email protected]

Sofie WoutersSchool Psychology and Child and Adolescent Development, KU Leuven, Leuven, Belgium

Tine HuyghCentre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, Belgium

Katrijn DeniesCentre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, Belgium

Karine VerschuerenSchool Psychology and Child and Adolescent Development, KU Leuven, Leuven, Belgium

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Ekaterina Sudina, Jason Brown, Brien Datzman, Yukiko Oki, Katherine Song, Robert Cavanaugh, Bala Thiruchelvam & Luke Plonsky. (2021) Language-specific grit: exploring psychometric properties, predictive validity, and differences across contexts. Innovation in Language Learning and Teaching 15:4, pages 334-351.
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Katrijn Denies & Rianne Janssen. (2016) Country and Gender Differences in the Functioning of CEFR-Based Can-Do Statements as a Tool for Self-Assessing English Proficiency. Language Assessment Quarterly 13:3, pages 251-276.
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君妍马. (2020) The Present Status and Prospect of Research on the Big-Fish-Little-Pond Effect. Advances in Psychology 10:04, pages 507-519.
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Virginie Dupont & Dominique Lafontaine. (2019) Le genre et les performances de l’élève modèrent-ils l’influence de l’école fréquentée sur les aspirations professionnelles ?. Revue des sciences de l’éducation 44:2, pages 103-128.
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The effect of peer group performance on the self-concept of reading in a foreign language

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