The Pivotal Role of Frames of Reference in Academic Self-Concept Formation: The "Big Fish-Little Pond" Effect.

By Herbert W. Marsh, R. Craven. 2002

130 citations recorded by the source corpus.

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Citations in the corpus

Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. (2007, background): “…the other contextual features of classrooms known to influence student engagement are classroom goal structure (for review, see Urdan & Midgley, 2003), classroom task structures (Simpson & Rosenholtz, 1986), teacher frame of reference (Marsh & Craven, 2002), and peer acceptance (Ladd et al., 1999).”
The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here? (2008, background): “the positive effect of individual student ability (or achievement) in a path model (see Marsh and Hau 2003; Marsh and Craven 2002).”
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007, background): “Empirical support for this negative effect of school-average achievement on academic self-concept (the BFLPE) comes from numerous studies based on a variety of experimental and analytical approaches (see reviews by Marsh, 2005; Marsh & Craven, 2002).”
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, methodology): “…leads to students in high-ability contexts having lower academic self-concepts than equally able students in average- and low-achievement contexts (referred to as the Big-Fish-Little-Pond Effect [BFLPE]; see Marsh & Craven, 2002; Marsh, Seaton, et al., 2008 for reviews of international research).”
Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics (2006, background): “In recent years, a wealth of empirical studies have explored frame-of-reference effects on academic self-concept (Marsh & Craven, 2002; Marsh & Hau, 2003).”
Big-Fish-Little-Pond Effects on Gymnastics Self-concept: Social Comparison Processes in a Physical Setting (2005, background): “In an educational context, Marsh (1984; Marsh & Craven, 2002; Marsh & Parker, 1984) proposed a frame of reference model called the big-fish-little-pond effect (BFLPE) to encapsulate frame of reference effects posited in social comparison theory (Festinger, 1954; Diener & Fujita, 1997).”
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “…effect” (BFLPE;Marsh, 1987) represents a (negative) net effect of a (stronger) negative contrast effect and a (weaker) positive assimilation effect (Marsh & Craven, 2002).1 While with an increasing ability level of the reference-group academic self-perceptions of indi- viduals decrease (contrast…”
A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? (2004, background): “For example, Marsh and Craven (2001) demonstrated that individual student achievement has a positive effect on academic self-concept (the brighter I am, the higher my academic self-concept) whereas class-average achievement has a negative effect (the brighter the other students in my class, the…”
Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities (2006, background): “In recent and particularly strong support for the generalizability of the BFLPE, Marsh and Hau (2003; also see Marsh & Craven, 2002) showed that the BFLPE generalized over nationally representative samples from each of 26 countries included in the large OECD cross-national data collection.”