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The big-fish-little-pond-effect stands up to critical scrutiny: implications for theory, methodology, and future research

Abstract:

The big-fish-little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the ...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Publisher's version

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Publisher copy:
10.1007/s10648-008-9075-6

Authors


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Institution:
University of Oxford
Department:
Social Sciences Division - Educational Studies
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Institution:
"University of Western Sydney, Australia"
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Institution:
"Center for Educational Research, Max Planck Institute for Human Development, Berlin, Germany"
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Institution:
"Center for Educational Research, Max Planck Institute for Human Development, Berlin, Germany"
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Institution:
"The Chinese University of Hong Kong, Shatin, Hong Kong"
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Publisher:
Springer Publisher's website
Journal:
Educational Psychology Review Journal website
Volume:
20
Issue:
3
Pages:
319-350
Publication date:
2008-09-05
DOI:
EISSN:
1573-336X
ISSN:
1040-726X
URN:
uuid:5919b798-7c2d-4dda-9c17-42a8dce8777f
Local pid:
ora:2912

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