The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research
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AbstractThe big-fish-little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny.
All Author(s) ListMarsh HW, Seaton M, Trautwein U, Ludtke O, Hau KT, O'Mara AJ, Craven RG
Journal nameEducational Psychology Review
Detailed description[ 2008 JCR SSCI Impact Factor : 2.045]
Year2008
Month9
Day1
Volume Number20
Issue Number3
PublisherSpringer Verlag (Germany)
ISSN1040-726X
eISSN1573-336X
LanguagesEnglish-United Kingdom
Keywordsability grouping; academic self-concept; big-fish-little-pond-effect; social comparison theory
Web of Science Subject CategoriesPsychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

Last updated on 2020-19-10 at 02:17