Big fish in little ponds aspire more: mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

By Benjamin Nagengast, Herbert W. Marsh. 2012

240 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7021018a5221e57d5abca57e8ded683911796512

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school (2014, background): “…within high achieving schools or classes develop a lower self-concept compared to equally achieving studentswho compare their individual achievementwith a lowachieving reference group (e.g., Dijkstra, Kuyper, van derWerf, Buunk, & van der Zee, 2008; Marsh & Hau, 2003; Nagengast & Marsh, 2012).”
The Big-Fish-Little-Pond Effect in Mathematics (2014, methodology): “The doubly latent model demonstrated represents new and evolving approaches to the evaluation of contextual and climate effects, stimulated at least in part, by BFLPE research (Marsh et al., 2010, 2012; Nagengast & Marsh, 2012; also see Lüdtke et al., 2011; Lüdtke et al., 2008).”
Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications (2014, background): “Across diverse samples, ages, instruments, and designs, there is extensive empirical support for the BFLPE (Marsh et al., 2008; Nagengast & Marsh, 2012), recently popularized in Gladwell’s (2013) David and Goliath: Underdogs, Misfits, and the Art of Battling Giants.”
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. (2015, background): “Besides affecting achievement (see “reciprocal effects model”; Marsh & Martin, 2011), ASC should also influence course choices, educational aspirations, and affective reactions such as school anxiety (Nagengast & Marsh, 2012).”
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes (2014, background): “Of most concern is the worldwide decline in enrolments in STEM over the last two decades (Nagengast & Marsh, 2012; OECD, 2011), resulting in young people who may not have the skills needed to compete in a modern technology-based society and worldwide shortages of students pursuing university…”
Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “Therefore, it can be assumed that self-concepts are more psychologically relevant to explain adolescents’ choices than the corresponding competencies (Eccles, 2005; Herr et al., 2004; Nagengast & Marsh, 2012).”
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015, background): “…been thought to be a crucial predictor of academic tasks selection within the school, academic self-concept has also been found to be an important predictor of educational and career choices in the recent literature (e.g., Marsh & Yeung, 1997; Nagengast & Marsh, 2012; Parker et al., 2012, 2013).”
Stressors and Turning Points in High School and Dropout (2015, background): “…students may not so much be pulled out of school by the example of other who have dropped out before them but rather be pushed out of schools via negative evaluations of themselves in comparison to local peers who overwhelmingly succeed academically (e.g., Crosnoe, 2009; Nagengast & Marsh, 2012).”