The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation

By Herbert W. Marsh, Ulrich Trautwein, O. Lüdtke, J. Baumert, Olaf Köller. 2007

237 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a564955000e4f5a50fe4e36c3d473b068291ee13

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Herbert W. Marsh
2. Alexandre J. S. Morin
3. Benjamin Nagengast
4. Andrew J. Martin
5. A. Arens
6. Ulrich Trautwein
7. O. Lüdtke
8. P. Parker

In Experimental and Cognitive Psychology

1. Herbert W. Marsh
2. Alexandre J. S. Morin
3. P. Parker
4. Benjamin Nagengast
5. Andrew J. Martin
6. Ulrich Trautwein
7. O. Lüdtke
8. R. Craven

In Sociology and Political Science

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. P. Parker
5. R. Craven
6. Benjamin Nagengast
7. Alexandre J. S. Morin
8. Anne N. Rinn

Citations in the corpus

• The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “Extending this work on the stability of the BFLPE over time, two recent German studies ( Marsh et al. 2007 ) showed that the substantial BFLPE at the end of high school showed little or no diminution 2 years (Study 1) or 4 years (Study 2) after graduation from high school.”
• Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, methodology): “The Advanced Mathematics test was based on items from the Third International Mathematics and Science Study (TIMSS; Mullis et al., 1998). According to Mullis et al. (1998), the advanced mathematics test takes into account “current thinking and priorities in the field of mathematics” (p.”
• The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here? (2008, methodology): “While Marsh and colleagues (e.g., Marsh et al. 2005; Marsh et al. 2007) argued that the negative effects tend to get worse over time, the long-term fallout of participating in gifted program does not seem in keeping with this prediction.”
• The Big-Fish-Little-Pond Effect in Mathematics (2014, background): “Extended longitudinal studies (Marsh et al., 2000; Marsh et al., 2007) show that the BFLPE grows more negative the longer students attend a selective school and is maintained even 2 and 4 years after graduation from high school.”
• Learning environment and students' mathematics attitude (2012, background): “Marsh et al. (2007) point out that students with the same cognitive abilities have a higher academic self-concept when they attend a school where the average cognitive abilities are low.”
• Tracking Effects Depend on Tracking Type (2013, background): “There is reason to believe that the mixed findings on the effects of tracking on students’ self-concept reported in the literature (Oakes, 1985; Marsh et al., 2007) are driven by differences in the underlying contrast and assimilation effects.”
• The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, methodology): “Therefore, consistent with methodological recommendations by Marsh et al. (2008) in testing the BFLPE and with other recent BFLPE studies (e.g., Huguet et al., 2009; Marsh et al., 2007), multilevel modeling was performed using MLwiN 2.21 (Rasbash, Steele, Browne, & Goldstein, 2009).”
• A Big Fish in a Small Pond: Ability Rank and Human Capital Investment (2017, background): “A large literature in psychology focuses on a student's academic self-concept, showing that students with a higher ordinal rank have a higher perceived ability in various school subjects (Marsh, 1987; Marsh et al., 2007).”