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Herbert W Marsh - One of the best experts on this subject based on the ideXlab platform.
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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, 2021Co-Authors: Herbert W Marsh, Philip D Parker, Kittai Hau, Theresa Dicke, Jiesi Guo, Reinhard Pekrun, Andrew Elliot, Geetanjali BasarkodAbstract:The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-Average Achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on Achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from Achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory ( N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to Achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior Achievement, expectancy-value theory variables, Achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.
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phantom and big fish little pond effects on academic self concept and academic Achievement evidence from english early primary schools
Learning and Instruction, 2021Co-Authors: Ioulia Televantou, Herbert W Marsh, Theresa Dicke, Christos NicolaidesAbstract:Abstract The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-Average Achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic Achievement. Our study evaluates the compositional effects of school-Average Achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school Average Achievement in Year 1 on students' Achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-Average Achievement on students' self-concept, and on their subsequent Achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher Average Achievement necessarily advances students’ outcomes.
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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, 2018Co-Authors: Jiesi Guo, Herbert W Marsh, Philip D Parker, Theresa DickeAbstract:Abstract Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD countries, 67,386 fourth-graders). Consistent with the I/E model, high Achievement in mathematics/reading had positive effects on self-concept in the matching domain but negative effects in the non-matching domain. Extending the I/E model, students engaged in assimilating comparisons between science and reading (i.e., Achievement in one subject had positive effects on self-concept in the other) but contrasting comparisons between mathematics and science. Strong BFLPEs (negative effects of class-Average Achievement on self-concept) were found for mathematics but were smaller for reading and science. The results generalized well across all countries.
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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, 2015Co-Authors: Herbert W Marsh, Benjamin Nagengast, Philip D Parker, Adel S Abduljabbar, Alexandre J S Morin, Faisal Abdelfattah, Maher M AbuhilalAbstract:Extensive support for the seemingly paradoxical negative effects of school- and class-Average Achievement on academic self-concept (ASC)—the big-fish-little-pond effect (BFLPE)—is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the generalizability of this frame of reference effect based on social comparison theory to primary school students and or to matched samples of primary and secondary students from different countries. Using multigroup–multilevel latent variable models, we found support for developmental and cross-cultural generalizability of the BFLPE based on Trends in International Mathematics and Science Study data; positive effects of individual student Achievement and the negative effects of class-Average Achievement on ASC were significant for each of the 26 groups (nationally representative samples of 4th- and 8th-grade students from 13 diverse countries; 117,321 students from 6,499 classes).
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phantom effects in school composition research consequences of failure to control biases due to measurement error in traditional multilevel models
School Effectiveness and School Improvement, 2015Co-Authors: Ioulia Televantou, Benjamin Nagengast, Herbert W Marsh, Leonidas Kyriakides, John M Fletcher, Larserik MalmbergAbstract:The main objective of this study was to quantify the impact of failing to account for measurement error on school compositional effects. Multilevel structural equation models were incorporated to control for measurement error and/or sampling error. Study 1, a large sample of English primary students in Years 1 and 4, revealed a significantly negative compositional effect associated with school-Average Achievement that became more negative after controlling for measurement error. Study 2, a large study of Cypriot primary students in Year 4, showed a small, positive but statistically significant compositional effect that became non-significant after controlling for measurement error. Our findings have important methodological, substantive, and theoretical implications for on-going debates on the school compositional effects on students’ outcomes, because nearly all previous research has been based on traditional approaches to multilevel models, which are positively biased, due to the failure to control for ...
Philip D Parker - One of the best experts on this subject based on the ideXlab platform.
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does school Average Achievement explain the effect of socioeconomic status on math and reading interest a test of the information distortion model
Learning and Instruction, 2021Co-Authors: Philip D Parker, Jake Anders, Nikki Shure, Taren Sanders, Baljinder K Sahdra, John Jerrim, Nicola CullAbstract:Abstract Based on the Information Distortion Model (IDM), we hypothesized higher academic interest among low socioeconomic (SES) Australian children compared to equally able high SES Australian children. We extend the IDM in two ways. First, the IDM is a model of school selection and thus empirical evidence of its effect needs to come from a model that controls for Achievement prior to school selection. Second, the mechanism of the IDM is presumed to be the big-fish-little-pond-effect (BFLPE), which has not been tested. We used a longitudinal representative sample of first-year high-school students (age ~12, N = 2507). We linked student high-school survey data to the whole of school and individual student administrative records of Achievement from high-stakes national standardized tests in elementary and high-school. Our results were consistent with IDM for math interest but more mixed for reading interest, suggesting that additional processes may be in operation.
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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, 2021Co-Authors: Herbert W Marsh, Philip D Parker, Kittai Hau, Theresa Dicke, Jiesi Guo, Reinhard Pekrun, Andrew Elliot, Geetanjali BasarkodAbstract:The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-Average Achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on Achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from Achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory ( N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to Achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior Achievement, expectancy-value theory variables, Achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.
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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, 2018Co-Authors: Jiesi Guo, Herbert W Marsh, Philip D Parker, Theresa DickeAbstract:Abstract Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD countries, 67,386 fourth-graders). Consistent with the I/E model, high Achievement in mathematics/reading had positive effects on self-concept in the matching domain but negative effects in the non-matching domain. Extending the I/E model, students engaged in assimilating comparisons between science and reading (i.e., Achievement in one subject had positive effects on self-concept in the other) but contrasting comparisons between mathematics and science. Strong BFLPEs (negative effects of class-Average Achievement on self-concept) were found for mathematics but were smaller for reading and science. The results generalized well across all countries.
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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, 2015Co-Authors: Herbert W Marsh, Benjamin Nagengast, Philip D Parker, Adel S Abduljabbar, Alexandre J S Morin, Faisal Abdelfattah, Maher M AbuhilalAbstract:Extensive support for the seemingly paradoxical negative effects of school- and class-Average Achievement on academic self-concept (ASC)—the big-fish-little-pond effect (BFLPE)—is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the generalizability of this frame of reference effect based on social comparison theory to primary school students and or to matched samples of primary and secondary students from different countries. Using multigroup–multilevel latent variable models, we found support for developmental and cross-cultural generalizability of the BFLPE based on Trends in International Mathematics and Science Study data; positive effects of individual student Achievement and the negative effects of class-Average Achievement on ASC were significant for each of the 26 groups (nationally representative samples of 4th- and 8th-grade students from 13 diverse countries; 117,321 students from 6,499 classes).
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big fish little pond social comparison and local dominance effects integrating new statistical models methodology design theory and substantive implications
Learning and Instruction, 2014Co-Authors: Herbert W Marsh, Philip D Parker, Alexandre J S Morin, Hans Kuyper, Marjorie SeatonAbstract:Abstract We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school- and class-Average Achievement (ACH) on academic self-concept (ASC)—the big-fish-little-pond-effect (BFLPE; 15,356 Dutch 9th grade students from 651 classes in 95 schools). In support of the theoretical, social-comparison basis of the BFLPE, controlling for direct measures of social comparison (subjective ranking of how students compare with other students in their own class) substantially reduces the BFLPE. Based on new (latent three-level) statistical models and theoretical predictions integrating BFLPEs and ‘local dominance’ effects, significantly negative BFLPEs at the school level are largely eliminated, absorbed into even larger BFLPEs at the class level. Students accurately perceive large ACH differences between different classes within their school and across different schools. However, consistent with local dominance, ASCs are largely determined by comparisons with students in their own class, not objective or subjective comparisons with other classes or schools. At the individual student level, ASC is more highly related to class marks (from report cards) than standardized test scores, but the negative BFLPE is largely a function of class-Average test scores. Consistent with theoretical predictions, BFLPEs generalize across objective and subjective measures of individual ACH, and BFLPEs are similar for the brightest and weakest students.
Kittai Hau - One of the best experts on this subject based on the ideXlab platform.
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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, 2021Co-Authors: Herbert W Marsh, Philip D Parker, Kittai Hau, Theresa Dicke, Jiesi Guo, Reinhard Pekrun, Andrew Elliot, Geetanjali BasarkodAbstract:The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-Average Achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on Achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from Achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory ( N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to Achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior Achievement, expectancy-value theory variables, Achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.
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big fish little pond effect on academic self concept a cross cultural 26 country test of the negative effects of academically selective schools
American Psychologist, 2003Co-Authors: Herbert W Marsh, Kittai HauAbstract:Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish-little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N = 103,558) who completed the same self-concept instrument and Achievement tests. Consistent with the BFLPE, the effects of school-Average Achievement were negative in all 26 countries (M beta = -.20, SD = .08), demonstrating the BFLPE's cross-cultural generalizability.
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longitudinal multilevel models of the big fish little pond effect on academic self concept counterbalancing contrast and reflected glory effects in hong kong schools
Journal of Personality and Social Psychology, 2000Co-Authors: Herbert W Marsh, Chitkwong Kong, Kittai HauAbstract:Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-Average Achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly Achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-Average Achievements led to lower academic self-concepts (contrast effect), whereas higher perceived school status had a counterbalancing positive effect on self-concept (reflected-glory, assimilation effect). The negative BFLPE is the net effect of counterbalancing influences, stronger negative contrast effects, and weaker positive assimilation effects so that controlling perceived school status led to purer--and even more negative--contrast effects. Attending a school where school-Average Achievement is high simultaneously resulted in a more demanding basis of comparison for one's own accomplishments (the stronger negative contrast effect) and a source of pride (the weaker positive assimilation effect).
Theresa Dicke - One of the best experts on this subject based on the ideXlab platform.
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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, 2021Co-Authors: Herbert W Marsh, Philip D Parker, Kittai Hau, Theresa Dicke, Jiesi Guo, Reinhard Pekrun, Andrew Elliot, Geetanjali BasarkodAbstract:The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-Average Achievement on academic self-concept, is one of educational psychology’s most universal findings. However, critiques of this research have proposed moderators based on Achievement motivation theories. Nevertheless, because these motivational theories are not sufficiently well-developed to provide unambiguous predictions concerning moderation of the BFLPE and underlying social comparison processes, we developed a Theory-Integrating Approach; bringing together a panel of experts, independently making theoretical predictions, revising the predictions over several rounds based on independent feedback from the other experts, and a summary of results. We pit a priori hypotheses derived from Achievement motivation theories against the more parsimonious a priori prediction that there is no moderation based on previous BFLPE empirical research and Darwinian-economic theory ( N = 1,925 Hong Kong students, 47 classes, M age = 12 years). Consistent with both BFLPE research and Darwinian perspectives, but in contrast to Achievement motivation theory predictions, the highly significant BFLPE was not moderated by any of the following: prior Achievement, expectancy-value theory variables, Achievement goals, implicit theories of ability, self-regulated learning strategies, and social interdependence theory measures. Although we cannot “prove” that there are no student-level moderators of the BFLPE, our synthesis of social comparison posited in the BFLPE theory and an evolutionary perspective support BFLPE’s generalizability. We propose further integration of our Theory-Integrating Approach with traditional Delphi methods, combining quantitative and qualitative approaches to develop a priori theoretical predictions and identify limitations in existing theory as an alternative form of systematic review.
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phantom and big fish little pond effects on academic self concept and academic Achievement evidence from english early primary schools
Learning and Instruction, 2021Co-Authors: Ioulia Televantou, Herbert W Marsh, Theresa Dicke, Christos NicolaidesAbstract:Abstract The Big-Fish-Little-Pond Effect (BFLPE) suggests that school-Average Achievement has a negative effect on academic self-concept (ASC); some research has also verified a negative effect on students' academic Achievement. Our study evaluates the compositional effects of school-Average Achievement on both outcomes, using a longitudinal sample of English early primary school students in Year 1 and Year 4. We provide evidence for BFLPEs in children as young as six to nine years of age. Further, we show that the BFLPE is a potential mechanism in the negative compositional effect of school Average Achievement in Year 1 on students' Achievement in Year 4. Once adjustments for measurement error are made, the negative effect of school-Average Achievement on students' self-concept, and on their subsequent Achievement, becomes even more negative. Our findings question previous research suggesting that attending a school with higher Average Achievement necessarily advances students’ outcomes.
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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, 2018Co-Authors: Jiesi Guo, Herbert W Marsh, Philip D Parker, Theresa DickeAbstract:Abstract Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD countries, 67,386 fourth-graders). Consistent with the I/E model, high Achievement in mathematics/reading had positive effects on self-concept in the matching domain but negative effects in the non-matching domain. Extending the I/E model, students engaged in assimilating comparisons between science and reading (i.e., Achievement in one subject had positive effects on self-concept in the other) but contrasting comparisons between mathematics and science. Strong BFLPEs (negative effects of class-Average Achievement on self-concept) were found for mathematics but were smaller for reading and science. The results generalized well across all countries.
Jurgen Baumert - One of the best experts on this subject based on the ideXlab platform.
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the big fish little pond effect persistent negative effects of selective high schools on self concept after graduation
American Educational Research Journal, 2007Co-Authors: Herbert W Marsh, Jurgen Baumert, Ulrich Trautwein, Oliver Ludtke, Olaf KollerAbstract:According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the predictive effects of individual Achievement test scores and school grades on math self-concept are very positive, whereas the predictive effects of school-Average Achievement are negative (the BFLPE). Both studies showed that the BFLPE was substantial at the end of high school and was still substantial 2 years (Study 1) or 4 years (Study 2) later. In addition, because of the highly salient system of school tracks within the German education system, the authors are able to show that negative effects associated with school type (highly academically selective schools, the Gymnasium) were similar—but smaller—than the BFLPE based on school-Average Achievement.
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tracking grading and student motivation using group composition and status to predict self concept and interest in ninth grade mathematics
Journal of Educational Psychology, 2006Co-Authors: Ulrich Trautwein, Herbert W Marsh, Olaf Koller, Oliver Ludtke, Jurgen BaumertAbstract:Assigning students to different classes on the basis of their Achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of "assimilation" and "contrast" effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status-systematic tracking as a function of school type (Study 1, N = 14,341 German 9th-grade students) and separate streams within a comprehensive school system (Study 2, N = 3,243 German 9th-grade students). The results support predictions that students' math self-concept and math interest differ as a function of the Achievement of their reference group, their own Achievement, and their teacher-assigned grades. No systematic association between track level and math self-concept was found once individual student Achievement, school-/stream-Average Achievement, and teacher-assigned grades were controlled.
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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, 2001Co-Authors: Herbert W Marsh, Olaf Koller, Jurgen BaumertAbstract:Longitudinal data from large cohorts of seventh grade (n = 2,778) East and West German students were collected at the start of the reunification of the school systems to evaluate how this remarkable social experiment affects self-concept formation. Multilevel modeling demonstrated a negative “big-fish-little-pond effect” (BFLPE); attending classes where class-Average math Achievement was higher led to lower math self-concepts. West German students attended schools that were highly stratified in relation to ability before and after the reunification, whereas East German students first attended selective schools after the reunification. Consistent with theoretical predictions based on this difference, the negative BFLPE—the negative effect of class-Average Achievement—was more negative in West German schools at the start of the reunification. This difference, however, was smaller by the middle of the year and had disappeared by the end of the first post-reunification school year. Whereas East and West Germa...
