Social Comparison and Big-Fish-Little-Pond Effects on Self-Concept and Other Self-Belief Constructs: Role of Generalized and Specific Others.

By Herbert W. Marsh, Ulrich Trautwein, O. Lüdtke, Olaf Köller. 2008

152 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8d5556c8eb388e49d9cc73ca89c5c4c2a1cc49ee

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

The Reciprocal Internal/External Frame of Reference Model (2011, background): “This would enable us to additionally deal with the bigfish-little-pond effect (Marsh et al., 2008), namely, the phenomenon that a high mean achievement level of a class or school has a negative effect on students’ academic self-concepts, which is not suitable for grades.”
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012, background): “As Marsh, Trautwein, Ludtke, and Koller ( 2008 ) suggested, students may engage in habitual comparison of their performance levels with those of other students when they answer perceived competence items because that is the prevalent evaluation criteria they have been accustomed to.”
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “Marsh et al. (2008) also sought to integrate BFLPE and SCT, comparing results based on a generalized other (operationalized as class-average achievement, as in BFLPE studies), a specific other (operationalized as direction of comparison with a freely chosen target person, as in SCT studies), and…”
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes (2014, background): “This finding is consistent with other studies which have more adequately compared and contrasted self-efficacy and self-concept as predictors of achievement (e.g. Ferla et al., 2009; Marsh et al., 2008; Skaalvik & Rankin, 1996).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “self-concept reduction (Marsh et al., 2008; Mulkey et al., 2005) and more negative emotions (Frenzel, Pekrun, & Goetz, 2007).”