TY  - GEN
A1  - Hoferichter, Frances
A1  - Laetsch, Alexander
A1  - Lazarides, Rebecca
A1  - Raufelder, Diana
T1  - The big-fish-little-pond effect on the four facets of academic self-concept
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 554 
KW  - big-fish-little-pond-effect
KW  - social
KW  - criterial
KW  - absolute
KW  - individual academic self-concept (SESSKO)
KW  - high-ability tracked students
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-426501
SN  - 1866-8364
IS  - 554
ER  - 
TY  - JOUR
A1  - Hoferichter, Frances
A1  - Laetsch, Alexander
A1  - Lazarides, Rebecca
A1  - Raufelder, Diana
T1  - The big-fish-little-pond effect on the four facets of academic self-concept
JF  - Frontiers in psychology
N2  - The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students’ domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student’s social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student’s social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
KW  - big-fish-little-pond-effect
KW  - social
KW  - criterial
KW  - absolute
KW  - individual academic self-concept (SESSKO)
KW  - high-ability tracked students
Y1  - 2018
U6  - https://doi.org/10.3389/fpsyg.2018.01247
SN  - 1664-1078
VL  - 9
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  -