VAN DER WESTHUIZEN, Lindie ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)
NIEPEL, Christoph ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)
GREIFF, Samuel ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS)
FISCHBACH, Antoine ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW)
Arens, A. Katrin
External co-authors :
yes
Language :
English
Title :
The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students
American Psychological Association. Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code/ethics-code-2017.pdf, 2017.
Arens, A.K., Preckel, F., Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value. Contemporary Educational Psychology 54 (2018), 199–211, 10.1016/j.cedpsych.2018.06.003.
Asparouhov, T., Muthén, B.O., Multiple imputation with Mplus. https://www.statmodel.com/download/Imputations7.pdf, 2022.
Beauducel, A., Herzberg, P.Y., On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling 13:2 (2006), 186–203, 10.1207/s15328007sem1302_2.
Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A., et al. The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology 102:4 (2010), 964–981, 10.1037/a0019644.
Cambria, J., Brandt, H., Nagengast, B., Trautwein, U., Frame of reference effects on values in mathematics: Evidence from German secondary school students. ZDM: The International Journal on Mathematics Education 49:3 (2017), 435–447 https://eric.ed.gov/?id=EJ1141865.
Chmielewski, A.K., Dumont, H., Trautwein, U., Tracking effects depend on tracking type: An international comparison of mathematics self-concept. American Educational Research Journal 50 (2013), 925–957, 10.3102/0002831213489843.
Cohen, J., Statistical power analysis for the behavioral sciences. 2nd ed., 1988, Erlbaum.
Cremeens, J., Eiser, C., Blades, M., Characteristics of health-related self-report measures for children aged three to eight years: A review of the literature. Quality of Life Research 15:4 (2006), 739–754, 10.1007/s11136-005-4184-x.
Cvencek, D., Meltzoff, A.N., Greenwald, A.G., Math-gender stereotypes in elementary school children. Child Development 82:3 (2011), 766–779, 10.1111/j.1467-8624.2010.01529.x.
Dicke, T., Marsh, H.W., Parker, P.D., Pekrun, R., Guo, J., Televantou, I., Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology 110:8 (2018), 1112–1126, 10.1037/edu0000259.
DiStefano, C., Morgan, G.B., A comparison of diagonal weighted least squares robust estimation techniques for ordinal data. Structural Equation Modeling 21:3 (2014), 425–438, 10.1080/10705511.2014.915373.
Enders, C.K., Applied missing data analysis. Methodology in the social sciences. 2010, Guilford Press http://site.ebrary.com/lib/alltitles/docDetail.action?docID=10389908.
Fang, J., Huang, X., Zhang, M., Huang, F., Li, Z., Yuan, Q., The big-fish-little-pond effect on academic self-concept: A meta-analysis. Frontiers in Psychology, 9, 2018, 1569, 10.3389/fpsyg.2018.01569.
Fischbach, A., Ugen, S., Martin, R., ÉpStan technical report., 2014, University of Luxembourg http://orbilu.uni.lu/bitstream/10993/15802/1/%C3%89pStan%20Technical%20Report.pdf.
Fleischmann, M., Hübner, N., Marsh, H.W., Guo, J., Trautwein, U., Nagengast, B., Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation. Journal of Educational Psychology 114:1 (2022), 127–143, 10.1037/edu0000491.
Fredricks, J., Eccles, J.S., Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-domains. Developmental Psychology 38 (2002), 519–533, 10.1037/0012-1649.38.4.519.
Gogol, K., Brunner, M., Preckel, F., Goetz, T., Martin, R., Developmental dynamics of general and school-subject-specific components of academic self-concept, academic interest, and academic anxiety. Frontiers in Psychology, 7, 2016, 10.3389/fpsyg.2016.00356 Article 356.
Guo, J., Marsh, H.W., Parker, P.D., Dicke, T., Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data. Learning and Instruction 58 (2018), 210–219, 10.1016/j.learninstruc.2018.07.007.
Harter, S., The self. Eisenberg, N., (eds.) Handbook of child psychology Social, emotional, and personality development, Vol. 3, 2006, Wiley, 505–570.
Herbert, J., Stipek, D., The emergence of gender differences in children's perceptions of their academic competence. Journal of Applied Developmental Psychology 26:3 (2005), 276–295, 10.1016/j.appdev.2005.02.007.
Hidi, S., Renninger, K.A., The four-phase model of interest development. Educational Psychologist 41:2 (2006), 111–127, 10.1207/s15326985ep4102_4.
Holm, M.E., Korhonen, J., Laine, A., Björn, P.M., Hannula, M.S., Big-fish-little-pond effect on achievement emotions in relation to mathematics performance and gender. International Journal of Educational Research, 104, 2020, 101692, 10.1016/j.ijer.2020.101692.
Hu, L., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6:1 (1999), 1–55, 10.1080/10705519909540118.
Jacobs, J.E., Lanza, S., Osgood, D.W., Eccles, J.S., Wigfield, A., Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development 73:2 (2002), 509–527, 10.1111/1467-8624.00421.
Köller, O., Schnabel, K.U., Baumert, J., Der Einfluß der Leistungsstärke von Schulen auf das fachspezifische Selbstkonzept der Begabung und das Interesse. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 32:2 (2000), 70–80, 10.1026//0049-8637.32.2.70.
Köller, O., Trautwein, U., Lüdtke, O., Baumert, J., Zum Zusammenspiel von schulischer Leistung. Selbstkonzept und Interesse in der gymnasialen Oberstufe, 20, 2006, 10.1024/1010-0652.20.12.27 https://psycnet.apa.org/record/2006-10422-004.
Krapp, A., Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction 12:4 (2002), 383–409, 10.1016/S0959-4752(01)00011-1.
Liem, G.A.D., Marsh, H.W., Martin, A.J., McInerney, D.M., Yeung, A.S., The big-fish-little-pond effect and a national policy of within-school ability streaming. American Educational Research Journal 50:2 (2013), 326–370, 10.3102/0002831212464511.
Liou, P.-Y., Investigation of the big-fish-little-pond effect on students' self-concept of learning mathematics and science in Taiwan: Results from TIMSS 2011. The Asia-Pacific Education Researcher 23:3 (2014), 769–778, 10.1007/s40299-013-0152-3.
Lohbeck, A., Möller, J., Social and dimensional comparison effects on math and reading self-concepts of elementary school children. Learning and Individual Differences 54 (2017), 73–81, 10.1016/j.lindif.2017.01.013.
Lüdtke, O., Köller, O., Marsh, H.W., Trautwein, U., Teacher frame of reference and the big-fish–little-pond effect. Contemporary Educational Psychology 30:3 (2005), 263–285, 10.1016/j.cedpsych.2004.10.002.
Lüdtke, O., Marsh, H.W., Robitzsch, A., Trautwein, U., A 2 × 2 taxonomy of multilevel latent contextual models: Accuracy-bias trade-offs in full and partial error correction models. Psychological Methods 16:4 (2011), 444–467, 10.1037/a0024376.
Marsh, H.W., Self-concept: The application of a frame of reference model to explain paradoxical results. Australian Journal of Education 28:2 (1984), 165–181, 10.1177/000494418402800207.
Marsh, H.W., Abduljabbar, A.S., Morin, A.J.S., Parker, P.D., Abdelfattah, F., Nagengast, B., et al. The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. Journal of Educational Psychology 107:1 (2015), 258–271, 10.1037/a0037485.
Marsh, H.W., Abduljabbar, A.S., Parker, P.D., Morin, A.J.S., Abdelfattah, F., Nagengast, B., The big-fish-little-pond effect in mathematics: A cross-cultural comparison of U.S. And Saudi arabian TIMSS responses. Journal of Cross-Cultural Psychology 45:5 (2014), 777–804, 10.1177/0022022113519858.
Marsh, H.W., Craven, R.G., Debus, R.L., Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology 83 (1991), 377–392, 10.1037/0022-0663.83.3.377.
Marsh, H.W., Craven, R.G., Debus, R.L., Structure, stability, and development of young children's self-concepts: A multicohort-multioccasion study. Child Development, 69(4), 1998, 1030, 10.2307/1132361.
Marsh, H.W., Köller, O., Baumert, J., Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept. American Educational Research Journal 38:2 (2001), 321–350, 10.3102/00028312038002321.
Marsh, H.W., Kuyper, H., Morin, A.J.S., Parker, P.D., Seaton, M., Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications. Learning and Instruction 33 (2014), 50–66, 10.1016/j.learninstruc.2014.04.002.
Marsh, H.W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B.O., et al. Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research 44:6 (2009), 764–802, 10.1080/00273170903333665.
Marsh, H.W., O'Neill, R., Self Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement 21:2 (1984), 153–174, 10.1111/j.1745-3984.1984.tb00227.x.
Marsh, H.W., Parker, J.W., Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?. Journal of Personality and Social Psychology 47:1 (1984), 213–231, 10.1037/0022-3514.47.1.213.
Marsh, H.W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K.T., O'Mara, A.J., et al. The Big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review 20:3 (2008), 319–350, 10.1007/s10648-008-9075-6.
Marsh, H.W., Trautwein, U., Lüdtke, O., Köller, O., Baumert, J., Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76:2 (2005), 397–416, 10.1111/j.1467-8624.2005.00853.x.
Marsh, H.W., Xu, M.K., Parker, P.D., Hau, K.T., Pekrun, R., Elliot, A., et al. Moderation of the big-fish-little-pond effect: Juxtaposition of evolutionary (Darwinian-economic) and achievement motivation theory predictions based on a Delphi approach. Educational Psychology Review 33:4 (2021), 1353–1378, 10.1007/s10648-020-09583-5.
Meece, J.L., Glienke, B.B., Burg, S., Gender and motivation. Journal of School Psychology 44:5 (2006), 351–373, 10.1016/j.jsp.2006.04.004.
Ministère de l’Éducation Nationale, de la Formation Professionnelle et des Sports. PISA 2000. Kompetenzen von Schülern im internationalen Vergleich: Nationaler Bericht Luxemburg [PISA 2000. Students' competencies in international comparison: National report for Luxembourg]. http://www.men.public.lu/catalogue-publications/secondaire/etudes-internationales/pisa-2000/2000-de.pdf, 2001.
Mitchell, M.A., Maxwell, S.E., A comparison of the cross-sectional and sequential designs when assessing longitudinal mediation. Multivariate Behavioral Research 48:3 (2013), 301–339, 10.1080/00273171.2013.784696.
Nagengast, B., Marsh, H.W., Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology 104:4 (2012), 1033–1053, 10.1037/a0027697.
Nicholls, J.G., The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development 49:3 (1978), 800–814, 10.2307/1128250.
Niepel, C., Marsh, H.W., Guo, J., Pekrun, R., Möller, J., Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study. Journal of Educational Psychology 114:6 (2022), 1380–1393, 10.1037/edu0000716.
O'Mara, A.J., Green, J., Marsh, H.W., Administering self-concept interventions in schools: No training necessary? A meta-analysis. International Education Journal 7:4 (2006), 524–533 https://eric.ed.gov/?id=EJ854308.
O'Mara, A.J., Marsh, H.W., Craven, R.G., Debus, R.L., Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist 41 (2006), 181–206, 10.1207/s15326985ep4103_4.
OECD. Learners for life: Student approaches to learning: Results from PISA 2000. 2003, OECD Publishing, 10.1787/9789264103917-en.
Parker, P.D., Dicke, T., Guo, J., Basarkod, G., Marsh, H.W., Ability stratification predicts the size of the big-fish-little-pond effect. Educational Psychologist 50:6 (2021), 334–344, 10.3102/0013189X20986176.
Pekrun, R., Murayama, K., Marsh, H.W., Goetz, T., Frenzel, A.C., Happy fish in little ponds: Testing a reference group model of achievement and emotion. Journal of Personality and Social Psychology 117:1 (2019), 166–185, 10.1037/pspp0000230.
Pinxten, M., Wouters, S., Preckel, F., Niepel, C., Fraine, B. de, Verschueren, K., The formation of academic self-concept in elementary education: A unifying model for external and internal comparisons. Contemporary Educational Psychology 41 (2015), 124–132, 10.1016/j.cedpsych.2014.12.003.
R Core Team. R: A language and environment for statistical computing. 2019, R Foundation for Statistical Computing http://www.R-project.org/.
Rhemtulla, M., Brosseau-Liard, P.É., Savalei, V., When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods 17:3 (2012), 354–373, 10.1037/a0029315.
Robitzsch, A., Kiefer, T., Wu, M., Test analysis modules (V3.3-10). https://cran.r-project.org/web/packages/TAM/TAM.pdf, 2019.
Roy, A., Guay, F., Valois, P., The big-fish-little-pond effect on academic self-concept: The moderating role of differentiated instruction and individual achievement. Learning and Individual Differences 42 (2015), 110–116, 10.1016/j.lindif.2015.07.009.
Ruble, D.N., Boggiano, A.K., Feldman, N.S., Loebl, J.H., Developmental analysis of the role of social comparison in self-evaluation. Developmental Psychology 16 (1980), 105–115, 10.1037/0012-1649.16.2.105.
Salchegger, S., Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures. Journal of Educational Psychology 108:3 (2016), 405–423, 10.1037/edu0000063.
Schunk, D.H., Pintrich, P.R., Meece, J.L., Motivation in education: Theory, research, and applications. 3rd ed., 2010, Pearson Education.
Schurtz, I.M., Pfost, M., Nagengast, B., Artelta, C., Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school. Learning and Instruction 34 (2014), 32–41, 10.1016/j.learninstruc.2014.08.001.
University of Luxembourg. SCRIPT, (eds.) Nationaler bildungsbericht luxemburg 2018, 2018, University of Luxembourg http://www.men.public.lu/catalogue-publications/themes-transversaux/statistiques-analyses/bildungsbericht/2018/de.pdf.
Seaton, M., Marsh, H.W., Craven, R.G., Big-fish-little-pond effect: Generalizability and moderation—two sides of the same coin. American Educational Research Journal 47:2 (2010), 390–433, 10.3102/0002831209350493.
Sewasew, D., Schroeders, U., The developmental interplay of academic self-concept and achievement within and across domains among primary school students. Contemporary Educational Psychology 58 (2019), 204–212, 10.1016/j.cedpsych.2019.03.009.
Skaalvik, S., Skaalvik, E.M., Gender differences in math and verbal self-concept, performance expectations, and motivation. Sex Roles 50:3/4 (2004), 241–252, 10.1023/B:SERS.0000015555.40976.e6.
Sommet, N., Morselli, D., Keep calm and learn multilevel logistic modeling: A simplified three-step procedure using stata, R, Mplus, and SPSS. International Review of Social Psychology 30:1 (2017), 203–218, 10.5334/irsp.90.
Szumski, G., Karwowski, M., Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities. Learning and Individual Differences 43 (2015), 63–74, 10.1016/j.lindif.2015.08.037.
Televantou, I., Marsh, H.W., Dicke, T., Nicolaides, C., Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools. Learning and Instruction, 71, 2021, 101399, 10.1016/j.learninstruc.2020.101399.
Trautwein, U., Baeriswyl, F., Wenn leistungsstarke Klassenkameraden ein Nachteil sind. Zeitschrift für Padagogische Psychologie 21:2 (2007), 119–133, 10.1024/1010-0652.21.2.119.
Trautwein, U., Möller, J., Self-concept: Determinants and consequences of academic self-concept in school contexts. Lipnevich, A.A., Preckel, F., Roberts, R.D., (eds.) Springer series on human exceptionality. Psychosocial skills and school systems in the 21st century: Theory, research, and practice, 2016, Springer, 187–214.
Van der Westhuizen, L., Arens, A.K., Greiff, S., Fischbach, A., Niepel, C., The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds. Contemporary Educational Psychology, 68, 2022, 102037, 10.1016/j.cedpsych.2021.102037.
Von Keyserlingk, L., Becker, M., Jansen, M., Maaz, K., Leaving the pond—choosing an ocean: Effects of student composition on STEM major choices at university. Journal of Educational Psychology 112:4 (2020), 751–764, 10.1037/edu0000378.
Warm, T.A., Weighted likelihood estimation of ability in item response theory with tests of finite length. 1985, The University of Oklahoma, Oklahoma.
Weidinger, A.F., Steinmayr, R., Spinath, B., Ability self-concept formation in elementary school: No dimensional comparison effects across time. Developmental Psychology 55:5 (2019), 1005–1018, 10.1037/dev0000695.
Wigfield, A., Eccles, J.S., Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25:1 (2000), 68–81, 10.1006/ceps.1999.1015.
Wigfield, A., Eccles, J.S., Yoon, K.S., Harold, R.D., Arbreton, A.J.A., Freedman-Doan, C., et al. Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology 89:3 (1997), 451–469, 10.1037/0022-0663.89.3.451.
Wigfield, A., Tonks, S., Klauda, S.L., Expectancy-value theory. Wentzel, K.R., Miele, D.B., (eds.) Educational psychology handbook series. Handbook of motivation at school, 2016, Routledge, 55–76.
Zell, E., Alicke, M.D., The local dominance effect in self-evaluation: Evidence and explanations. Personality and Social Psychology Review 14:4 (2010), 368–384, 10.1177/1088868310366144.
