Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes
2010; Hogrefe Verlag; Volume: 24; Issue: 1 Linguagem: Inglês
10.1024/1010-0652.a000004
ISSN1664-2910
AutoresHerbert W. Marsh, Alison O’Mara-Eves,
Tópico(s)Psychological and Temporal Perspectives Research
ResumoOriginalartikel/Original ArticlesLong-Term Total Negative Effects of School-Average Ability on Diverse Educational OutcomesDirect and Indirect Effects of the Big-Fish-Little-Pond EffectHerbert W. Marsh and Alison J. O’MaraHerbert W. Marsh University of Oxford, UK Search for more papers by this author and Alison J. O’Mara University of Oxford, UK Search for more papers by this authorPublished Online:April 29, 2010https://doi.org/10.1024/1010-0652/a000004PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreAbstractIn a longitudinal analysis of students measured on five occasions over eight critical developmental years (grade 10 to five years after high school graduation), school-average ability (M-ABIL) had negative effects on academic self-concept (ASC), school grades, and educational and occupational aspirations. For educational attainment, the direct effects were positive, the indirect effects negative, and the total effects nonsignificant. Previous research has typically reported short-term negative direct effects of M-ABIL, known as the big-fish-little-pond effect (BFLPE). Using complex structural equation models, we demonstrate that long-term total (direct plus indirect) effects are systematically much more negative than direct effects across diverse educational outcomes, and explore how M-ABIL effects on long-term distal outcomes are mediated through effects on more proximal variables and distinguished from effects of school-average SES. We also demonstrate how ’grading on a curve’ effects (in which equally able students get lower school grades in schools with a high M-ABIL) – often confounded with the BFLPE in short-term studies – is qualitatively different from the BFLPE when considered longitudinally.Negative Langzeiteffekte der mittleren Schulleistung auf verschiedene Outcome-Variablen: Direkte und indirekte Effekte im Big-Fish-Little-Pond-EffectIn einer längsschnittlichen Analyse über fünf Messzeitpunkte in acht Jahren einer kritischen Entwicklungsphase (beginnend in Klasse 10 bis fünf Jahre nach dem high-school-Abschluss) zeigten sich negative Effekte der mittleren Schulleistung (M-ABIL) auf das akademische Selbstkonzept, die Schulnoten, die angestrebten Bildungsabschlüsse und die beruflichen Ziele. Für tatsächlich erreichte Bildungsabschlüsse zeigten sich positive direkte und negative indirekte Effekte; die totalen Effekte für diese Variable waren nicht signifikant. Frühere Studien zeigten üblicherweise kurzfristige negative direkte Effekte von M-ABIL, die als Big-Fish-Little-Pond-Effekt (BFLPE) bekannt sind. Mit Hilfe komplexer Strukturgleichungsmodelle wird in dieser Studie gezeigt, dass die langfristigen totalen Effekte (direkte plus indirekte) für viele Outcome-Variablen deutlich negativer ausfallen als die direkten Effekte. Es wird auch untersucht, wie Effekte der mittleren Schulleistung auf distale Langzeitergebnisse durch Effekte auf proximale Variablen vermittelt werden und dass sie nicht allein auf den durchschnittlichen sozioökonomischen Status der Schülerschaft zurückzuführen sind. Zudem wird gezeigt, wie sich längsschnittliche «grading on a curve»-Effekte (wonach gleich fähige Schüler schlechtere Noten in leistungsstarken Schulen bekommen) qualitativ vom BFLPE unterscheiden. In Studien über einen kürzeren Zeitraum sind diese Effekte oft miteinander konfundiert.References Alexander, K.L. , Eckland, B.K. (1975). Contextual effects in high school attainment process. American Sociological Review, 40, 402–416. First citation in articleCrossref, Google Scholar Alicke, M.D. , Zell, E. , Bloom, D.L. (2009). Mere categorization and the Frog-Pond Effect (under review). First citation in articleGoogle Scholar Alwin, D.F. , Otto, L.B. (1977). High school context effects on aspirations. Sociology of Education, 50, 259–273. First citation in articleCrossref, Google Scholar Ammons, R.B. , Ammons, C.H. (1962). The quick test (QT): Provisional manual. Psychological Reports, 11, 1–7. (Monograph Supplement 7-V11). First citation in articleGoogle Scholar Bachman, J.G. (2001). Volume II of the documentation manual. Ann Arbor, MI: Interuniversity Consortium for Political and Social Research. First citation in articleGoogle Scholar Bachman, J.G. (2002). Volume I of the documentation manual. Ann Arbor, MI: Interuniversity Consortium for Political and Social Research. First citation in articleGoogle Scholar Bachman, J.G. , O’Malley, P.M. (1986). Self-concepts, self-esteem, and educational experiences: The frogpond revisited (again). Journal of Personality and Social Psychology, 50, 33–46. First citation in articleCrossref, Google Scholar Branden, N. (1994). Six pillars of self-esteem. New York: Bantam. First citation in articleGoogle Scholar Byrne, B.M. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In B.A. Bracken (Ed.), Handbook of self-concept: Developmental, social and clinical considerations (pp. 287–316). New York: Wiley. First citation in articleGoogle Scholar Chanal, J.P. , Marsh, H.W. , Sarrazin, P.G. , Bois, J.E. (2005). The big-fish-little-pond effect on gymnastics self-concept: Generalizability of social comparison effects to a physical setting. Journal of Sport and Exercise Psychology, 27, 53–70. First citation in articleCrossref, Google Scholar Davis, J.A. (1966). The campus as a frog pond: An application of theory of relative deprivation to career decisions for college men. American Journal of Sociology, 72, 17–31. First citation in articleCrossref, Google Scholar Diener, E. , Fujita, F. (1997). Social comparison and subjective well-being. In B.P. Buunk, F.X. Gibbons (Eds.), Health, coping, and well-being: Perspectives from social comparison theory (pp. 329–358). Mahwah, NJ: Erlbaum. First citation in articleGoogle Scholar Eccles, J.S. , Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. First citation in articleCrossref, Google Scholar Enders, C.K. (2005). Analyzing structural equation models with missing data. In G.R. Hancock, R.O. Mueller (Eds.), Structural equation modeling: A second course. Greenwich, CT: Information Age Publishing. First citation in articleGoogle Scholar Espenshade, T.J. , Hale, L.E. , Chung, C.Y. (2005). The frog pond revisited: High school academic context, class rank, and elite college admission. Sociology of Education, 78, 269–293. First citation in articleCrossref, Google Scholar Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140. First citation in articleCrossref, Google Scholar Gates, A.I. (1958). Gates Reading Survey-Form I. New York: Columbia University, Teachers College. First citation in articleGoogle Scholar Hattie, J.A. (1992). Self-concept. Hillsdale, NJ: Erlbaum. First citation in articleGoogle Scholar Helson, H. (1964). Adaptation-level theory. New York: Harper & Row. First citation in articleGoogle Scholar Hyman, H. (1942). The psychology of subjective status. Psychological Bulletin, 39, 473–474. First citation in articleGoogle Scholar Jöreskog, K.G. (1979). Statistical estimation of structural models in longitudinal investigations. In J.R. Nesselroade, B. Baltes (Eds.), Longitudinal research in the study of behavior and development (pp. 303–351). New York: Academic Press. First citation in articleGoogle Scholar Lüdtke, O. , Köller, O. , Marsh, H. , Trautwein, U. (2005). Teacher frame of reference and the big-fish-little-pond effect. Contemporary Educational Psychology, 30, 263–285. First citation in articleCrossref, Google Scholar Lüdtke, O. , Marsh, H.W. , Robitzsch, A. , Trautwein, U. (2010). A 2 × 2 taxonomy of multilevel latent covariate models: Accuracy and bias trade-offs in full and partial error-correction models. Berlin: Max Planck Institute for Human Development. First citation in articleGoogle Scholar Marsh, H.W. (1974). Judgmental anchoring: Stimulus and response variables. Unpublished doctoral dissertation, University of California, Los Angeles. First citation in articleGoogle Scholar Marsh, H.W. (1984a). Self-concept: The application of a frame of reference model to explain paradoxical results. Australian Journal of Education, 28, 165–181. First citation in articleCrossref, Google Scholar Marsh, H.W. (1984b). Self-concept, social comparison, and ability grouping: A reply to Kulik and Kulik. American Educational Research Journal, 21, 799–806. First citation in articleCrossref, Google Scholar Marsh, H.W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295. First citation in articleCrossref, Google Scholar Marsh, H.W. (1989). Sex differences in the development of verbal and math constructs: The High School and Beyond study. American Educational Research Journal, 26, 191–225. First citation in articleGoogle Scholar Marsh, H.W. (1990). A multidimensional, hierarchical self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172. First citation in articleCrossref, Google Scholar Marsh, H.W. (1991). The failure of high ability high schools to deliver academic benefits: The importance of ASC and educational aspirations. American Educational Research Journal, 28, 445–480. First citation in articleCrossref, Google Scholar Marsh, H.W. (1993). Academic self-concept: Theory, measurement and research. In J. Suls (Ed.), Psychological perspectives on the self (Vol. 4, pp. 59–98). Hillsdale, NJ: Erlbaum. First citation in articleGoogle Scholar Marsh, H.W. (2007). Self-concept theory, measurement and research into practice: The role of self concept in educational psychology – 25th Vernon-Wall lecture series. London: British Psychological Society. First citation in articleGoogle Scholar Marsh, H.W. , Craven, R.G. (1997). Academic self-concept: Beyond the dustbowl. In G. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 131–198). Orlando, FL: Academic Press. First citation in articleGoogle Scholar Marsh, H.W. , Craven, R.G. (2002). The pivotal role of frames of reference in academic self-concept formation: The big fish little pond effect. In F. Pajares, T. Urdan (Eds.), Adolescence and education (Vol. II, pp. 83–123). Greenwich, CT: Information Age. First citation in articleGoogle Scholar Marsh, H.W. , Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163. First citation in articleCrossref, Google Scholar Marsh, H.W. , Hau, K.T. (1996). Assessing goodness of fit: Is parsimony always desirable? Journal of Experimental Education, 64, 364–390. First citation in articleCrossref, Google Scholar Marsh, H.W. , Hau, K.T. (2003). Big fish little pond effect on academic self-concept: A crosscultural (26 country) test of the negative effects of academically selective schools. American Psychologist, 58, 364–376. First citation in articleCrossref, Google Scholar Marsh, H.W. , Hau, K.T. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151–170. First citation in articleCrossref, Google Scholar Marsh, H.W. , Köller, O. , Baumert, J. (2001). 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, 321–350. First citation in articleCrossref, Google Scholar Marsh, H.W. , Kong, C.-K. , Hau, K.-T. (2000). 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 & Social Psychology, 78, 337–349. First citation in articleCrossref, Google Scholar Marsh, H.W. , Lüdtke, O. , Robitzsch, A. , Trautwein, U. , Asparouhov, T. , Muthén, B. , Nagengast, B. (in press). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764–802. First citation in articleCrossref, Google Scholar Marsh, H.W. , O’Mara, A. (2008) Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34, 542–552. First citation in articleCrossref, Google Scholar Marsh, H.W. , Parker, J. (1984). 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, 213–231. First citation in articleCrossref, Google Scholar Marsh, H.W. , Peart, N. (1988). Competitive and cooperative physical fitness training programs for girls: Effects on physical fitness and on multidimensional self-concepts. Journal of Sport and Exercise Psychology, 10, 390–407. First citation in articleCrossref, Google Scholar Marsh, H.W. , Seaton, M. , Trautwein, U. , Lüdtke, O. , Hau, K.T. , O’Mara, A.J. , Craven, R.G. (2008). The big-fish-little-pond effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350. First citation in articleCrossref, Google Scholar Marsh, H.W. , Smith, I.D. , Barnes, J. , Butler, S. (1983). Self-concept: Reliability, stability, dimensionality, validity and the measurement of change. Journal of Educational Psychology, 75, 772–790. First citation in articleCrossref, Google Scholar Marsh, H.W. , Trautwein, U. , Lüdtke, O. , Baumert, J. , Köller, O. (2007). Big fish little pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal, 44, 631–669. First citation in articleCrossref, Google Scholar Marsh, H.W. , Trautwein, U. , Lüdtke, O. , Köller, O. , Baumert, J. (2005). ASC, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 297–416. First citation in articleCrossref, Google Scholar Marsh, H.W. , Yeung, A.S. (1997). Coursework selection: The effects of academic self-concept and achievement. American Educational Research Journal, 34, 691–720. First citation in articleCrossref, Google Scholar Meyer, J.W. (1970). High school effects on college intentions. American Journal of Sociology, 76, 59–70. First citation in articleCrossref, Google Scholar Morse, S. , Gergen, K.J. (1970). Social comparison, self-consistency, and the concept of self. Journal of Personality & Social Psychology, 16, 148–156. First citation in articleCrossref, Google Scholar Muij, R.D. (1997). Symposium: Self-perception and performance predictors of academic achievement and academic and ASC: A longitudinal perspective. British Journal of Educational Psychology, 67, 263–277. First citation in articleCrossref, Google Scholar Muthén, B. , Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 216–316. First citation in articleCrossref, Google Scholar Muthén, L.K. , Muthén, B.O. (2006–2008). Mplus user’s guide. Los Angeles: Author. First citation in articleGoogle Scholar O’Mara, A.J. , Marsh, H.W. (2007). Big-fish-little-pond effect: The negative effects of academically selective schools. The Psychology of Education Review, 31, 2–7. First citation in articleGoogle Scholar Parducci, A. (1995). Happiness, pleasure, and judgment: The contextual theory and its applications. Mahwah, NJ: Erlbaum. First citation in articleGoogle Scholar Parducci, A. , Perrett, D. , Marsh, H.W. (1969). Assimilation and contrast as range frequency effects of anchors. Journal of Experimental Psychology, 81, 281–288. First citation in articleCrossref, Google Scholar Rogers, S. (1941). The anchoring of absolute judgments. Archives of Psychology, 37, 1–42. First citation in articleGoogle Scholar Seaton, M. (2007). The big-fish-little-pond effect under the grill: Tests of its universality, a search for moderators, and the role of social comparison. Unpublished doctoral dissertation, University of Western Sydney, Australia. First citation in articleGoogle Scholar Seaton, M. , Marsh, H.W. , Craven, R.G. (2009). Earning its place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect (BFLPE) across 41 culturally and economically diverse countries. Journal of Educational Psychology, 101, 403–419. First citation in articleCrossref, Google Scholar Seaton, M. , Marsh, H.W. , Craven, R.G. (in press). Big-fish-little-pond effect: Generalizability and moderation – Two sides of the same coin. American Educational Research Journal. First citation in articleGoogle Scholar Sherif, M. (1935). A study of some social factors in perception. Archives of Psychology, No. 187. First citation in articleGoogle Scholar Sherif, M. , Sherif, C.W. (1969). Social psychology. New York: Harper & Row. First citation in articleGoogle Scholar Soares, A.T. , Soares, L.M. (1969). Self-perceptions of culturally disadvantaged children. American Educational Research Journal, 6, 31–45. First citation in articleCrossref, Google Scholar Stouffer, S.A. , Suchman, E.A. , DeVinney, L.C. , Star, S.A. , Williams, R.M. (1949). The American soldier: Adjustments during army life (Vol. 1). Princeton: Princeton University Press. First citation in articleGoogle Scholar Suls, J.M. (1977). Social comparison theory and research: An overview from 1954. In J.M. Suls, R.L. Miller (Eds.), Social comparison processes: Theoretical and empirical perspectives (pp. 1–20). Washington, DC: Hemisphere. First citation in articleGoogle Scholar Suls, J. , Wheeler, L. (2000). A selective history of classic and neo-social comparison theory. In J. Suls, L. Wheeler (Eds.), Handbook of social comparison: Theory and research. (pp. 3–19). New York: Kluwer Academic/Plenum. First citation in articleCrossref, Google Scholar Trautwein, U. , Gerlach, E. , Lüdtke, O. (2008). Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects. Journal of Educational Psychology, 100, 988–1001. First citation in articleCrossref, Google Scholar Trautwein, U. , Lüdtke, O. , Marsh, H.W. , Köller, O. , Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology, 98, 788–806. First citation in articleCrossref, Google Scholar Trautwein, U. , Lüdtke, O. , Marsh, H.W. , Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101, 853–866. First citation in articleCrossref, Google Scholar Trowbridge, N. (1972). Self concept and socio-economic status in elementary school children. American Educational Research Journal, 9, 525–537. First citation in articleCrossref, Google Scholar U.S. Department of Labor. (1962). Guide to the use of the General Aptitude Test Battery. Washington, DC: Author. First citation in articleGoogle Scholar Upshaw, H.S. (1969). The personal reference scale: An approach to social judgment. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology, 4, 315–370. First citation in articleCrossref, Google Scholar Valentine, J.C. , DuBois, D.L. (2005). Effects of self-beliefs on academic achievement and vice-versa: Separating the chicken from the egg. In H.W. Marsh, R.G. Craven, D.M. McInerney (Eds.), International advances in self research (Vol. 2, pp. 53–78). Greenwich, CT: Information Age. First citation in articleGoogle Scholar Volkman, J. (1951). Scales of judgment and their implications for social psychology. In J.H. Loher, M. Sherif (Eds.), Social psychology at the crossroads (pp. 273–294). New York: Harper. First citation in articleGoogle Scholar Wedell, D.H. , Parducci, A. (2000). Social comparison: Lessons from basic research on judgment. In J. Suls, L. Wheeler (Eds.), Handbook of social comparison: Theory and research. The Plenum series in social/clinical psychology (pp. 223–252). Dordrecht, Netherlands: Kluwer. First citation in articleCrossref, Google Scholar Wylie, R.C. (1979). The self-concept (Vol. 2). Lincoln: University of Nebraska Press. First citation in articleGoogle Scholar Zeidner, M. , Schleyer, J. (1998). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329. First citation in articleCrossref, Google Scholar Zell, E. , Alicke, M.D. (2009). Contextual neglect, self-evaluation, and the frog-pond effect. Journal of Personality and Social Psychology, 97, 467–482. First citation in articleCrossref, Google ScholarFiguresReferencesRelatedDetailsCited byHow gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary schoolContemporary Educational Psychology, Vol. 73Grade Retention Impact on Academic Self-concept: A Longitudinal Perspective1 March 2023 | School Mental Health, Vol. 21The Combined Effects of Destructive and Constructive Leadership on Thriving at Work and Behavioral Empowerment19 March 2021 | Journal of Business and Psychology, Vol. 37, No. 1Profiles of global and target-specific work commitments: Why compatibility is better and how to achieve itJournal of Vocational Behavior, Vol. 128Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schoolsLearning and Instruction, Vol. 71Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?25 February 2020 | Child Development, Vol. 92, No. 1Classroom effect on primary school students’ self-concept in literacy and mathematics26 November 2019 | European Journal of Psychology of Education, Vol. 35, No. 3Exploring Factors Linked to the Mathematics Achievement of Ethnic Minority Students in China for Sustainable Development: A Multilevel Modeling Analysis1 April 2020 | Sustainability, Vol. 12, No. 7The Present Status and Prospect of Research on the Big-Fish-Little-Pond EffectAdvances in Psychology, Vol. 10, No. 04Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond EffectLearning and Individual Differences, Vol. 70Academic self-concept during the transition to upper secondary schoolContemporary Educational Psychology, Vol. 56The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysisEducational Research Review, Vol. 25The role of academic ability indicators in big-fish-little-pond effect research: A comparison study24 March 2017 | The Journal of Educational Research, Vol. 111, No. 4Le genre et les performances de l’élève modèrent-ils l’influence de l’école fréquentée sur les aspirations professionnelles ?18 March 2019 | Revue des sciences de l’éducation, Vol. 44, No. 2Bildungsungleichheit durch Schul- und Schulklasseneffekte17 May 2017Achievement—and what else? The standardisation of semester grades due to the implementation of state-wide exit examinationsStudies in Educational Evaluation, Vol. 51Context-related changes in academic self concept development: On the long-term persistence of big-fish-little-pond effectsLearning and Instruction, Vol. 45The impact of student composition on schools’ value-added performance: a comparison of seven empirical studies17 September 2014 | School Effectiveness and School Improvement, Vol. 26, No. 3Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment1 April 2015 | American Educational Research Journal, Vol. 52, No. 2The female fish is more responsive: gender moderates the BFLPE in the domain of science30 July 2013 | Educational Psychology, Vol. 35, No. 2Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implicationsLearning and Instruction, Vol. 33Protecting the development of 5–11-year-olds from the impacts of early disadvantage: the role of primary school academic effectivenessSchool Effectiveness and School Improvement, Vol. 24, No. 2The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming1 April 2013 | American Educational Research Journal, Vol. 50, No. 2Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-conceptLearning and Individual Differences, Vol. 22, No. 6Social Inequalities of Post-Secondary Educational Aspirations: Influence of Social Background, School Composition and Institutional Context1 January 2012 | European Educational Research Journal, Vol. 11, No. 4Im Spiegel der Zeitschrift: Themen und Trends der Pädagogischen Psychologie in den Jahren 2008 bis 2010Jens Möller, Jan Retelsdorf, and Anna Südkamp6 October 2010 | Zeitschrift für Pädagogische Psychologie, Vol. 24, No. 3-4 Volume 24Issue 1January 2010ISSN: 1010-0652eISSN: 1664-2910 InformationZeitschrift für Pädagogische Psychologie (2010), 24, pp. 51-72 https://doi.org/10.1024/1010-0652/a000004.© 2010Verlag Hans HuberKeywordsBig-Fish-Little-Pond-EffektAkademisches SelbstkonzeptMittlere SchulleistungLeistungBildungszieleBildungsaspirationLängsschnittstudienBig-Fish-Little-Pond Effect (BFLPE)Academic Self-Concept (ASC)School-Average Ability(M-ABIL)achievementeducational attainmenteducational aspirationslongitudinal designsPDF download
Referência(s)