The Big-Fish-Little-Pond Effect in Mathematics
By Herbert W. Marsh, Adel S. Abduljabbar, P. Parker, Alexandre J. S. Morin, F. Abdelfattah, Benjamin Nagengast. 2014
55 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/ccbb69b9a1bc53c95396f6ebcc019973afeed60b
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Alexandre J. S. Morin
- P. Parker
- Herbert W. Marsh
- Jiesi Guo
- Theresa Dicke
- Andrew J. Martin
- Kristy S. Cooper
- Ulrich Trautwein
In Experimental and Cognitive Psychology
- Alexandre J. S. Morin
- P. Parker
- Jiesi Guo
- Herbert W. Marsh
- Theresa Dicke
- Marylène Gagné
- Benjamin Nagengast
- Andrew J. Martin
Citations in the corpus
- Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, methodology): “…country-specific idiosyncratic effects, is well-aligned with the approach typically taken in the study of similar educational phenomenon (e.g., the Internal-External frames of reference [I/E] model, the Big-Fish Little-Pond effect) using large international data sets (Marsh et al., 2014, 2015).”
- Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement (2017, background): “It is critical to note that these items are strict measures of the social comparison component of self-concept (see Marsh et al., 2014).”