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1.
We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school- and class-average achievement (ACH) on academic self-concept (ASC)—the big-fish-little-pond-effect (BFLPE; 15,356 Dutch 9th grade students from 651 classes in 95 schools). In support of the theoretical, social-comparison basis of the BFLPE, controlling for direct measures of social comparison (subjective ranking of how students compare with other students in their own class) substantially reduces the BFLPE. Based on new (latent three-level) statistical models and theoretical predictions integrating BFLPEs and ‘local dominance’ effects, significantly negative BFLPEs at the school level are largely eliminated, absorbed into even larger BFLPEs at the class level. Students accurately perceive large ACH differences between different classes within their school and across different schools. However, consistent with local dominance, ASCs are largely determined by comparisons with students in their own class, not objective or subjective comparisons with other classes or schools. At the individual student level, ASC is more highly related to class marks (from report cards) than standardized test scores, but the negative BFLPE is largely a function of class-average test scores. Consistent with theoretical predictions, BFLPEs generalize across objective and subjective measures of individual ACH, and BFLPEs are similar for the brightest and weakest students.  相似文献   

2.
BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders.AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders.SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925).MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain.ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest.ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.  相似文献   

3.
The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE.  相似文献   

4.
Academic self-concept (ASC) is subject to substantial change throughout the course of schooling. Besides individual factors, contextual characteristics play an important role in driving changes in self-perception. The abilities of classmates are especially important: Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms. This contextual effect is known as the Big-Fish-Little-Pond Effect (BFLPE). Although the BFLPE has been replicated in different settings, little is known about whether it is important across consecutive contexts. Therefore, we analyze the effects of various contexts on students’ ASCs. We draw on a sample of fourth graders, who transitioned from elementary school to secondary school. Using contextual information from both elementary and secondary school, our results indicate that the BFLPE exists in both elementary-school and secondary-school contexts. Yet, when students moved to secondary-school, the BFLPE from elementary school successively diminished and was no longer discernible after one year.  相似文献   

5.
Academic self-concept is positively related to individual achievement but negatively related to class- or school-average achievement: the big-fish–little-pond effect (BFLPE). This contrast effect results from social comparison processes. The BFLPE is known to be long-lasting, universal and robust. However, there is little evidence regarding its generalisability across genders. Females, as opposed to males, feel more attached to their peers and compare themselves more often. Thus, it was hypothesised that the BFLPE is larger for females. This was investigated with a focus on science self-concept in a German sample from an extension of the Programme for International Student Assessment 2006 study (N?=?35,015) using recent advances in multilevel modelling. Replicating previous findings, females reported lower self-concepts while controlling for achievement. Additionally, the BFLPE was replicated. However, its effect size was substantially larger for females (?.41) compared to males (?.30). The implications of the results are discussed in light of women’s persisting underrepresentation in science, technology, engineering and mathematics fields.  相似文献   

6.
The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-average achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic achievement. Our study evaluates the compositional effects of school-average achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school average achievement in Year 1 on students' achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-average achievement on students' self-concept, and on their subsequent achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher average achievement necessarily advances students’ outcomes.  相似文献   

7.
The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was positively associated with individual self-concept of learning science in both TIMSS 2003 and 2007. On the contrary, while school-average science achievement was negatively related to student self-concept in TIMSS 2003, it had no statistically significant relationship with student self-concept in TIMSS 2007. The findings of this study shed light on possible explanations for the existence of BFLPE and also lead to an international discussion on the generalization of BFLPE.  相似文献   

8.
This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept.  相似文献   

9.
The big-fish-little-pond effect (BFLPE) model predicts students’ academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE, there have been relatively few studies searching for possible moderators. Integrating the BFLPE model with Achievement Goal Theory, the present study aims to determine whether the negative effect of class-average achievement on academic self-concept is moderated by individual and class-average achievement goals. Our sample comprised of 2987 students (50% boys) from Grade 6 in 112 elementary schools in the Flemish region of Belgium (174 classes). Applying multilevel modelling, we found a stronger BFLPE when students’ individual achievement goals were higher, regardless of the specific nature of these goals. The BFLPE was not moderated by class-average levels of achievement goals. Overall, our findings demonstrate that the BFLPE is moderated by individual goal-related factors.  相似文献   

10.
This study reports data extending work by Marsh and colleagues on the “big-fish-little-pond effect” (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades.  相似文献   

11.
Teachers with an individualized teacher frame of reference (TFR) emphasize improvement in relation to prior achievement, effort, and learning. Individualized TFRs were hypothesized to enhance self-concept and reduce the negative effects associated with the big fish little pond effect (BFLPE). Math achievement and math self-concept data (2150 students from 112 classes) were collected at the end of Grade 7 and the end of Grade 8. TFR was independently assessed by student ratings of their teacher and ratings by two trained observers. Multilevel analyses confirmed the BFLPE, the negative effect of class-average achievement on self-concept. An individualized TFR enhanced self-concept, but had no significant effect on the size of the BFLPE (the class-average achievement × TFR interaction was not significant). Results were very similar for both student and observer ratings of TFR. The findings suggest that individualized TFRs enhance academic self-concepts but do not suppress the negative effects of ability grouping.  相似文献   

12.
The big-fish–little-pond effect (BFLPE) posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. Our research puts the BFLPE under scrutiny by examining goal orientations as the moderators that may affect the size of the BFLPE. We collected data on mathematics self-concept, mathematics ability and goal orientation from 7334 Hong Kong junior secondary school students in 201 classes. We hypothesised that the BFLPE would be exacerbated for students who endorsed high extrinsic goals while the BFLPE would be attenuated for students who endorsed high intrinsic goals. However, the results did not fully support the hypothesis. We found that students who were highly motivated in general (both intrinsic and extrinsic) experienced stronger BFLPE. The implications of the findings are discussed.  相似文献   

13.
Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish–Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N = 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.  相似文献   

14.
ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

15.
The present study focused on junior high-school graduates who were equally able but attended different-rank high schools, comparing their academic self-concept, school adjustment, and academic achievement upon the completion of senior high school. An overall-school analysis was used to replicate previous findings, and an adjacent-school comparison was conducted to compare the performance of students at the bottom of a higher track and their similar-ability counterparts at the top of a lower track. The results indicated that the big-fish-little-pond effect (BFLPE) affects the academic self-concept and school adjustment of certain students, but not their academic achievement. Furthermore, the BFLPE was present between the bottom students of the first-ranked school and the top students of the second-ranked school, but not between the bottom students of the second-ranked school and the top students of the third-ranked school. The obtained results indicate that the BFLPE may not necessarily be associated with cognitive outcomes such as academic achievement and tracking contexts with less contrasting groups.  相似文献   

16.
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 follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication. The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here.  相似文献   

17.
Ze Wang 《教育心理学》2015,35(2):228-251
Using data from the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examined the big-fish-little-pond-effects (BFLPEs) in 49 countries. In this study, the effect of math ability on math self-concept was decomposed into a within- and a between-level components using implicit mean centring and the complex data structure was considered. Sampling error was thus reduced. In addition, measurement error was minimised by modelling math self-concept as a latent factor at both levels and multilevel measurement invariance was assessed in each country. The BFLPE in each country was a contextual effect modelled as the difference between the between-level and within-level effects. Results suggest that BFLPEs existed in most of those 49 countries but the phenomena were different in those countries. The findings also suggest that when perceived relative standing to classmates was added to the model, BFLPEs decreased. Compared with previous cross-national BFLPE studies, this study demonstrated larger BFLPEs in the academic subject of math in individual countries.  相似文献   

18.
Educational Psychology Review - The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s...  相似文献   

19.
The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students’ math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students’ collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students’ self-concept formation.  相似文献   

20.
In a comprehensive study (15,356 Dutch 9th grade students from 651 classes in 95 schools) we empirically tested the dimensional comparison theory (DCT) propositions formulated by Möller & Marsh (2013) as an extension of I/E theory, exploring methodological, theoretical, and substantive insights. According to DCT, academic self-concepts (ASC) are formed in relation to dimensional comparisons in different school subjects, as well as to social and temporal comparisons. In support of DCT predictions, paths from achievement to ASC in matching domains were substantially positive, but paths to non-matching domains (e.g., math achievement to verbal self-concept) were significantly negative. Extending DCT, we show that the more dissimilar the subjects, the more negative the cross paths (far comparisons), whereas cross paths relating more similar subjects (near comparisons) are much less negative and sometimes positive. Extending previous self-concept research and its integration with DCT, we found that positive paths for matching domains and negative paths for non-matching domains were larger for class marks based on classroom performance than for standardized test scores. Controlling for direct measures of social comparison (meVclass ratings of how each student compares to classmates) substantially reduced positive paths from achievement to ASC in matching domains, but also reduced the size of the negative paths from non-matching domains. Supplemental analyses suggest that dimensional comparison processes in both subjective rankings and actual class marks are consistent with those found in ASCs.  相似文献   

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