The Big-Fish-Little-Pond Effect: Generalizability of Social Comparison Processes over Two Age Cohorts from Western, Asian, and Middle Eastern Islamic Countries

Autor/inn/en	Marsh, Herbert W.; Abduljabbar, Adel Salah; Morin, Alexandre J. S.; Parker, Philip; Abdelfattah, Faisal; Nagengast, Benjamin; Abu-Hilal, Maher M.
Titel	The Big-Fish-Little-Pond Effect: Generalizability of Social Comparison Processes over Two Age Cohorts from Western, Asian, and Middle Eastern Islamic Countries
Quelle	In: Journal of Educational Psychology, 107 (2015) 1, S.258-271 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037485
Schlagwörter	Self Concept; Secondary School Students; Social Influences; Elementary School Students; Grade 4; Grade 8; Cross Cultural Studies; Mathematics Achievement; Generalization; Foreign Countries; Cultural Differences; Scores; Standardized Tests; Age Differences; Islamic Culture; Academic Achievement; Statistical Analysis; Factor Analysis; Structural Equation Models; Asia; Australia; United States; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Selbstkonzept; Sekundarschüler; Sozialer Einfluss; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Cultural comparison; Kulturvergleich; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Kultureller Unterschied; Standadised tests; Standardisierter Test; Age; Difference; Age difference; Altersunterschied; Islam; Kultur; Schulleistung; Statistische Analyse; Faktorenanalyse; Asien; Australien; USA
Abstract	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). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01