Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools.

By Herbert W. Marsh, K. Hau. American Psychologist, 2003

696 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0ae18275316c582230d4880d7079e3c08035ab9b

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Citations in the corpus

OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries (2006, background): “In addition, two scales measuring students’ preferences for learning situations (Marsh et al., 2003; Owens & Barnes, 1992) were assessed.”
Self-Efficacy Theory in Education (2016, background): “This idea is reflected in the big-fish-little-pond effect (Dai & Rinn, 2008; Marsh & Hau, 2003): Students in selective schools may hold lower self-concepts than those in less selective schools (Seaton, Marsh, & Craven, 2010).”
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, background): “…it is inappropriate to pool responses of individuals without regard to groups unless it can be shown that the groups do not differ significantly from each other (for further discussion, see Goldstein, 2003; Marsh & Hau, 2003; Rasbash, Steele, Browne, and Prosser, 2004; Raudenbush & Bryk, 2002).”
Can salience of gender identity impair math performance among 7–8 years old girls? The moderating role of task difficulty (2007, background): “Domitrovich, & Welsh, 2005; Marsh & Hau, 2003; Monteil & Huguet, 1999), research concerning the impact of gender identity on performance among younger children remains scare.”
Big-Fish-Little-Pond Effects on Gymnastics Self-concept: Social Comparison Processes in a Physical Setting (2005, background): “Simulation research (e.g., Raudenbush & Liu, 2000; also see Marsh & Hau, 2003; Marsh, Kong & Hau, 2000; Papaioannou, et al., 2004) suggests that the number of classes needed depends, to some extent, on the number of students in each class and the particular question that is asked.”
Social Comparison in the Classroom: A Review (2008, background): “…task; e.g., Ruble et al., 1994), or school subject (e.g., Blanton, Buunk, Gibbons, & Kuyper, 1999) or on school achievement in general (e.g., Marsh & Hau, 2003), with students receiving feedback about their performance in the form of grades or test scores (e.g., Blanton et al., 1999; Dumas…”
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “In a subsequent analysis of PISA 2003 that included an even more diverse set of 41 countries than the 26 countries in PISA 2000 considered by Marsh and Hau (2003), Seaton (2007 also see Seaton et al. 2008a, b) replicated support for the cross-cultural generalizability of the BFLPE, demonstrated…”
The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. (2015, methodology): “…successive data collections of the Organisation for Economic Co-operation and Development Program for International Student Assessment (PISA) data: Marsh and Hau (2003) used the PISA 2000 data based on 103,558 fifteen-year-old students from 26 predominantly industrialized Western countries;…”
The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. (2008, background): “The relative percentage bias for the two-stage approach ranged in magnitude from 0.9 to 12.6 (M 1.98, SD 3.7), whereas that for the MLC approach ranged from 0.8 to 6.1 (M 1.30, SD 2.1).”
Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013, background): “…the big-fish-little-pond effect1 represent two theories that conceptualize the role of frames of reference and school context on self-concept, which have found widespread empirical support and which have important implications for educational policy (Marsh & Hau, 2003, 2004; Wong & Watkins, 2001).”