Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools.

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), (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How Universal Is the Big-Fish-Little-Pond Effect?

Comments on the article by Marsh and Hau (see record 2003-06802-005), who tested the negative effects of attending academically selective schools; that is, a student will have lowered academic self-concept in a selective school than in a nonselective school, a big-fish-little-pond effect (BFLPE). The current author suggests that a major problem of the BFLPE model is that it makes self-appraisals of competencies and changes in self-concept a monotonic function of one's performance relative to a local norm and oversimplifies a more complex process suggested in the social comparison literature. He suggests that the theoretical basis of the BFLPE needs to be broadened in light of the extant social comparison literature. Specifically, it needs to take into account the complexity and multifaceted nature of social comparison and self-appraisal processes; the active, self-regulatory role individuals play; and the ensuing positive as well as negative consequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries.

For more than 2 decades, big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability classes and schools have lower academic self-concepts than their equally able counterparts in mixed-ability schools. However, cross-cultural BFLPE research has been limited to mostly developed and individualist countries. Using the Program for International Student Assessment database (Organisation for Economic Co-operation and Development, 2005a, 2005b), the present investigation assessed the BFLPE in 41 culturally and economically diverse countries. In support of the BFLPE, the effect of school-average self-concept was negative for the total sample (effect size = ?.49), negative for each of the 41 countries considered separately, and statistically significant in 38 countries. In this large, culturally diverse sample of countries, the BFLPE was evident in both collectivist and individualist cultures and in economically developing and developed nations. Implications for BFLPE theory and educational practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries.

The internal/external frame of reference (I/E) model explains a seemingly paradoxical pattern of relations between math and verbal self-concepts and corresponding measures of achievement, extends social comparison theory, and has important educational implications. In a cross-cultural study of nationally representative samples of 15-year-olds from 26 countries (total N = 55,577), I/E predictions were supported in that (a) math and verbal achievements were highly correlated, but math and verbal self-concepts were nearly uncorrelated; (b) math achievement had positive effects on math self-concept, but negative effects on verbal self-concept; and (c) verbal achievement had positive effects on verbal self-concept, but negative effects on math self-concept. Supporting the cross-cultural generalizability of predictions, multigroup structural equation models demonstrated good support for the generalizabilify of results across 26 countries participating in the Programme for International Student Assessment project sponsored by the Organisation for Economic Co-operation and Development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others.

Two studies integrate the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on academic self-concept, ASC), which is based upon educational psychological research, with related social psychological research that is based on social comparison theory. Critical distinctions are the nature of the social comparison processes that are based on generalized-other (class- or school-average) or individual (target comparison classmate) comparisons, and the nature of self-belief constructs that invoke normative (social comparison) or absolute frames of reference. In a large cross-national study (26 countries; 3,851 schools; 103,558 students), school-average ability negatively affected ASC but had little effect on 4 other self-belief constructs that did not invoke social comparison processes. In Study 2 (64 classes; 764 students), 2 sources of social comparison information (class-average achievement and achievement of an individually selected target comparison classmate) each had distinct, substantial negative effects on agency self-beliefs that invoked social comparison processes but not on metacognitive responses that did not invoke these processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study.

It has been speculated that the big-fish–little-pond effect (BFLPE; the negative impact of highly selective academic settings on academic self-concept) is a consequence of invidious social comparisons experienced in higher ability schools. However, the direct role of such comparisons for the BFLPE has not heretofore been documented. The present study comprises the first evidence that the BFLPE (a) is eliminated after controlling for students’ invidious comparisons with their class and (b) coexists with the assimilative and contrastive effects of upward social comparison choices on academic self-concept. These results increase understanding of the BFLPE and offer support for integrative approaches of social comparison (selective accessibility and interpretation comparison models) in a natural setting. They also lend support for the distinction between forced and deliberate social comparisons and the usefulness of distinguishing between absolute and relative comparison-level choice in self-assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data.

Academic self-concept, school marks, and teacher ratings of achievement were collected in 3 high-school subjects in each of 3 years (N?=?603). In the structural equation models (SEMs) considered, both school-based performance and academic self-concept were measured with multiple indicators for each school subject. SEMs were used to evaluate the effects of prior academic self-concept on subsequent achievement after controlling for the effects of prior achievement, and the effects of prior achievement on subsequent academic self-concept after controlling for the effects of prior academic self-concept. Although the effects of achievement tended to be larger and more systematic, there was clear support for both academic self-concept and achievement effects. Although there was support for this reciprocal effects model for all 3 school subjects, self-concept effects tended to be larger and more systematic for mathematics than for science and, particularly, English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students.

The authors extended the internal/external frame of reference (I/E) model of self-concept formation by relating Chinese, English, and math achievement to Chinese, English, and math self-concepts in a 5-year longitudinal study based on a large (N?=?9,482) representative sample of Hong Kong high school students. Tests of the I/E model are typically based on math and English constructs for a single wave of data in Western countries, This study involved testing its cross-cultural generalizability to a non-Western country, including native and normative languages, as well as mathematics, and evaluating longitudinal effects over a 5-year period starting shortly before the beginning of high school. In support of the extended I/E model, (a) math, English, and Chinese achievements were highly correlated, whereas math, English, and Chinese self-concepts were nearly uncorrelated; (b) math, English, and Chinese achievements each had positive effects on the matching self-concept domain but negative effects on nonmatching domains (e.g., English achievement had a positive effect on English self-concept but negative effects on math and Chinese self-concepts); and (c) these results were very stable over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.

There is surprisingly little sound research on the causal ordering of academic self-concept and academic achievement in longitudinal panel studies, despite its theoretical and practical significance. Data collected in Grades 10, 11, 12, and 1 yr after graduation from high school that were used in this study come from the large (N?=?1,456 students), nationally representative Youth in Transition study (e.g., J. G. Bachman; 1970). It was found that reported grade averages in Grades 11 and 12 were significantly affected by academic self-concept measured the previous year, whereas prior reported grades had no effect on subsequent measures of academic self-concept. The results provide one of the few defensible demonstrations of prior academic self-concept influencing subsequent academic achievement, and the study appears to be methodologically stronger than previous research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

It's Not How the Pond Makes You Feel, but Rather How High You Can Jump.

Comments on the article by Marsh and Hau (see record 2003-06802-005), in which they provide an analysis of achievement and academic self-concept in 26 countries. The current authors agree with them on several points but have several concerns about the conclusion that highly selective programs, such as accelerated high schools, should be avoided because these settings may modify student self-concept. They suggest that rather than provide blanket pronouncements about programming options for gifted students, psychologists and educators should consider individual differences in each student's general level of self esteem and mental health, family expectations, the presence or absence of an encouraging environment, the ability of the particular school to meet the particular student's academic needs, the nature of the student body and their acceptance of new students, the student's willingness to leave friends, and so forth. Furthermore, student characteristics should be matched to the characteristics of specific programs for talented students, many of which have a measurable impact on outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concept/academic achievement relations: An investigation of dimensionality, stability, and causality.

Examined the relationship between general self-concept, academic self-concept, and academic achievement in 929 high school students, using a LISREL model of causality. Self-concept and achievement were assessed twice in an academic year, using the Self-Esteem Inventory and a self-concept of ability scale. Results indicate that self-concept is multidimensional, hierarchically structured, and stable. Relations among the 3 constructs were moderately stable. General self-concept and academic self-concept were measurable as separate constructs. Findings do not establish causal predominance between self-concept and academic achievement. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self concept: The interplay of theory and methods.

Examined (a) the assumptions of a multifaceted, hierarchical construct, self-concept, with increasing stability toward the apex that can be differentiated from academic achievement; (b) the causal predominance of self-concept and achievement; and (c) how the analysis of covariance structures can simultaneously examine measurement, structural, and theoretical concerns. With 99 junior high school Ss and multiple indicators of subject-specific area and general self-concept (Way I Feel About Myself Scale, Tennessee Self-Concept Scale, and Michigan Self-Concept of Ability Scale), support was found for a multifaceted, hierarchical interpretation. Facets of the construct could be distinguished from achievement; self-concept appeared to be causally predominant over achievement. Data did not support the assumptions that facets of self-concept become increasingly stable toward the apex of the hierarchy or that changes in self-concept operate from the base to the apex. (1 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Content specificity of relations between academic achievement and academic self-concept.

In extension of research on the H. W. Marsh/R. J. Shavelson (1985) model of self-concept, a set of 14 academic self-concept scales was related to school performances in 8 school subjects for a sample of 507 high school boys. Correlations between matching areas of self-concept and achievement (.45 to .70; mean r?=?.57) were much larger than those typically found in previous research. Path models and multitrait-multimethod analyses demonstrated that self-concept/academic achievement relations were very specific to particular school subjects. The findings indicate that components of academic self-concepts are more differentiated (i.e., less correlated) than are achievement scores and that relations between academic self-concepts and academic achievements are more content specific than has been previously assumed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-concepts, motivation, and academic achievement of Black adolescents.

Investigated the unique and common contributions made by global self-concept, academic self-concept, and need for academic competence to the variance in academic achievement of inner city Black adolescents. Data on these variables were collected from 328 8th-grade students attending a New York City public junior high school. Results of commonality procedures indicate that academic self-concept and need for academic competence each accounted for significant proportions of criterion variance, whereas global self-concept did not. Explanations of variance in academic achievement were better for males than for females after the possible confounding effects of verbal ability had been partialled out. Directions for intervention strategies aimed at enhancing academic achievement are suggested for the 2 sexes. (53 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Within-school social comparison: How students perceive the standing of their class predicts academic self-concept.

Results from prior research indicate that a student’s academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a “reflected glory” effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students’ own perceptions of the standing of their school and class. Multilevel analyses were performed with data from 3 large-scale assessments with 4,810, 1,502, and 4,247 students, respectively. Findings from all 3 studies showed that, given comparable individual achievement, placement in high-achieving learning groups was associated with comparatively low academic self-concepts. However, students’ academic self-concept was not merely a reflection of their relative position within the class but also substantively associated with their individual and shared perceptions of the class’s standing. Moreover, the negative effects of being placed in high-achieving learning groups were weaker for high-achieving students. Overall, the studies support both educational and social psychology theorizing on social comparison. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.

This study tests theoretical and developmental models of the causal ordering between academic self-concept and academic achievement in a multicohort-multioccasion design (i.e., 3 age cohorts, each with 3 measurement waves). Participants were students in Grades 2, 3, and 4 from 10 elementary schools. The structural equation model for the total sample supported a reciprocal-effects model, indicating that achievement has an effect on self-concept (skill-development model) and that academic self-concept has an effect on achievement (self-enhancement model). This pattern was replicated in tests of invariance across the 3 age cohorts and did not support the developmental hypothesis that skill-development and self-enhancement models would vary with age. Discussion centers on the theoretical, methodological, and practical implications of the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study.

This article addresses the question of the causal ordering of self-concept of ability and academic achievement during elementary school. the questions were (a) do self-concept and achievement influence each other? and (b) Does it make a diffeence whether chievement is assessed by marks or by tests? The sample consisted of 697 students from 54 German elementary school classes. the descign of the study allowed 3 measurement waves from Grade 2 to Grade 4. Mathematics achievement was measured both by marks and by tests. The results of the structural equation modeling analyses show that it makes a difference whether achievement is (as usually) measured with only one indicator (either mark or test performance), of if both indicatory are integrated in the model. The latter model clearly supports the skill development model: In elementary school, prior self-concept does not significantly contribute to the prediction of subsequent achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affective variables and school achievement: A study of possible causal influences.

Studied the predictive and causal relationship of affective variables and academic achievement (376 Ss in Grades 3–6), both concurrently and 1 yr later. Affective characteristics studied were general and academic self-concept, academic locus of control, and expectations for future academic achievement (Piers-Harris Children's Self-Concept Scale, Student's Perception of Ability Scale, Intellectual Achievement Responsibility Questionnaire, and the Projected Academic Performance Scale) whereas levels of achievement were ascertained by end-of-year grades. The findings indicate that affective variables, especially academic self-concept, made a small but significant contribution to school grades. The data suggest a possible reciprocal interaction between affective characteristics and school achievement. Implications for children experiencing learning difficulties are discussed. (French abstract) (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Big-Fish-Little-Pond Effect Stands Up to Scrutiny.

Responds to comments made by Dai (see record 2004-14303-011) and Plucker et al (200414303-012) on the current authors' original article (see record 2003-06802-005) on the big-fish--little-pond effect (BFLPE). In its simplest form the BFLPE predicts that equally able students have lower academic self-concepts when attending schools where the average ability levels of other students is high than when attending schools where the school-average ability is low. The authors argue that there is extremely strong support for internal validity, external validity, generalizability. and policy-practice implications of the BFLPE and that it stands up to critical scrutiny. The article discusses long-lasting effects of the BFLPE and important educational outcomes, reflected-glory effects (RGEs), theoretical predictions From social comparison theory, and policy implications, and the authors urge parents to think carefully about the implications of school placements and policymakers and practitioners to reflect on potential negative effects of current policy practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Home environment, self-concept, and academic achievement: A causal modeling approach": Correction to Song and Hattie.

Reports an error in "Home environment, self-concept, and academic achievement: A causal modeling approach" by In-sub Song and John Hattie (Journal of Educational Psychology, 1984[Dec], Vol 76[6], 1269-1281). The caption to Figure 3 on page 1271 is incorrect. "SOSC = social self-concept" should read "NASC = nonacademic self-concept." In addition, on page 1274 in the Results section, the reference to McDonald & Leong (1974) should have been deleted. (The following abstract of the original article appeared in record 1985-15818-001.) Investigated the relation between home environment, self-concept, and academic achievement in 2,297 14-15 yr old Koreans. Data on Ss was collected in 4 different samples to test 4 structural equation models. Group 1 consisted of 537 males, Group 2 consisted of 537 males, Group 3 consisted of 611 females, and Group 4 consisted of 612 females. Results show that over the 4 samples, self-concept was a mediating variable between home environment and academic achievement. Results did not support the commonly held view that home environment exerts direct effects on academic achievement. Social status indicators had indirect effects on self-concept via family psychological characteristics. Academic self-concept affected academic achievement more strongly than did presentation-of-self or social self-concept. (51 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)