Big-Fish-Little-Pond Effect on Academic Self-Concept 1Dieser Beitrag und die darauf bezogenen Stellungnahmen wurden von D.H. Rost akzeptiert.

By Herbert W. Marsh. 2005

139 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c497568e26d05d50f28e325a0bd43fbf55bcdf7a

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In Experimental and Cognitive Psychology

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. Alexandre J. S. Morin
5. Olaf Köller
6. R. Craven
7. Marjorie Seaton
8. J. Baumert

In Social Psychology

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. Olaf Köller
5. R. Craven
6. J. Baumert
7. F. Preckel
8. Marjorie Seaton

Citations in the corpus

• Big-Fish-Little-Pond Effect (2010, unknown): “…classes and schools have lower academic self-concepts than their equally able counterparts educated in low- and average-ability environments (e.g., Marsh, 1991, 2005; Marsh, Chessor, Craven, & Roche, 1995; Marsh & Hau, 2003; Marsh, Köller, & Baumert, 2001; Marsh, Seaton, et al., 2008).”
• Academic self-concepts in adolescence: Relations with achievement and ability grouping in schools (2009, background): “…multidimensional models of self-concept, academic self-concept is one of several different facets of the self that contribute to an individual’s general self-concept, together with social, emotional and physical self-concepts (Byrne & Shavelson, 1986; Marsh, 2005; Marsh, Byrne, & Shavelson, 1988).”
• The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “Both social comparison processes, in turn, lead to contrast effects which result in lower academic self-concepts (for overviews see Köller, 2004; Marsh, 2005; Marsh, Seaton, et al., 2008).”
• 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).”
• The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, background): “On the basis of their critique of Dai (2004), Marsh et al. (2004; also see Marsh 2005a, b) concluded that “The BFLPE stands up to critical scrutiny” (p. 269)—a conclusion that is not challenged by a critical reading of the subsequent Dai and Rinn (2008) review.”