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1.
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
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 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
4.
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
5.
Research on the relation between students’ achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world based on science self-concept (S-ASC). Addressing this substantive limitation in existing research with data from PISA 2006, we extend new multigroup doubly-latent multilevel structural equation models – a substantive-methodological synergy. BFLPE predictions for S-ASC are supported for: the total international sample; the total UK sample; each of the four UK countries considered separately. The BFLPE was marginally larger in the UK than the international sample. However, consistent with the selective nature of school systems in the UK, the BFLPE was larger in Northern Ireland and, to a lesser extent, England than in Scotland or Wales. 相似文献
6.
Franzis Preckel Moshe Zeidner Thomas Goetz Esther Jane Schleyer 《Contemporary educational psychology》2008
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
7.
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
8.
《Contemporary educational psychology》2005,30(3):263-285
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
9.
This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time. 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.
The reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school students from specific countries. In the present study, we test whether the RI/EM also applies to primary school students and to students in the United States, by using a representative longitudinal data set: the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 1998–1999). We found positive reciprocal relations between academic self-concept and standardized test scores within a domain, whereas the effect of prior achievement on self-concept was much stronger (skill-development part) than the effect of self-concept on achievement (self-enhancement). Furthermore, we found negative effects of achievement on subsequent self-concepts across domains (I/E frame of references). Overall, the findings of the study strongly support the RI/EM for primary school students. Our results are compared to previous findings in the literature for secondary school students and are discussed with regard to self-concept formation in primary school. 相似文献
12.
This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students’ academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation. 相似文献
13.
The big-fish-little-pond effect (BFLPE) refers to the theoretical prediction that equally able students will have lower academic
self-concepts in higher-achieving or selective schools or programs than in lower-achieving or less selective schools or programs,
largely due to social comparison based on local norms. While negative consequences of being in a more competitive educational
setting are highlighted by the BFLPE, the exact nature of the BFLPE has not been closely scrutinized. This article provides
a critique of the BFLPE in terms of its conceptualization, methodology, and practical implications. Our main argument is that
the BFLPE, while having added to our understanding of the origins of self-concepts, disproportionately emphasizes one aspect
of social comparison to the exclusion of many other intervening factors. In light of our critique, we suggest a broader conception
of social comparison effects on academic self-concept that emphasizes a more active role of individuals in regulating their
social cognition and motivation, as well as a more distinct effect of social-contextual influences. We also suggest alternative
research designs that would incorporate contextual, developmental, and individual differences as potential moderators or mediators
of the BFLPE.
相似文献
| Anne N. RinnEmail: |
14.
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
15.
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
16.
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
17.
According to an analysis of Korean student panel survey data, monthly differences in age had a significant influence on academic achievement until middle school (lower secondary education). However, this age effect did not persist when students graduated from high school (upper secondary education). Furthermore, some evidence is found that younger students, upon entering high school, were more likely to concentrate on academic studies, and less likely to experience minor distractions, thereby compensating for their poor academic achievement in middle school. 相似文献
18.
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
19.
This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at five schools; nine of these classes were part of a gifted track (n = 179). Academic self-concept and school grades were assessed by a self-report questionnaire, intelligence by a standardized test. Higher class-average ability led to lower academic self-concepts after controlling for the positive influence of individual ability (contrast effect). Class type had a counterbalancing positive effect on self-concept (assimilation effect). For students in gifted classes, both effects were of comparable size. Thus, no evidence for a big-fish-little-pond effect (stronger contrast than assimilation effect) was found. Effects of individual and group level ability were partially mediated by school grades. Implications for educational practice of highly able students are discussed. 相似文献
20.
Thea peetsma Tina Hascher Ineke van der Veen Ewoud Roede 《European Journal of Psychology of Education - EJPE》2005,20(3):209-225
The present study focused on the relations between the self-efficacy, social self-concept, time perspectives, school investment
and academic achievement of students in four different European countries and in different adolescence periods. A total of
1623 students completed questionnaires. The relations between the concepts proved not to be specific to the Western or to
the former Communist bloc countries studied. The expected general decline in investment and academic achievement over the
adolescence period showed up in all four countries studied. Contrary to our hypothesis, however, this decline could not be
explained by growing influences of either social self-concept or time perspectives regarding personal development on their
investment. In fact, the effects of social self-concept were strongest for the youngest adolescence group. Students’ social
self-concept was the best predictor for their investment, while self-efficacy proved to predict academic achievement best
in all adolescence periods. 相似文献