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Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools.
J Pers Soc Psychol. 2000 Feb; 78(2):337-49.JP

Abstract

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).

Authors+Show Affiliations

Faculty of Education, University of Western Sydney, Macarthur, Australia. h.marsh@uws.edu.auNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Multicenter Study
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

10707339

Citation

Marsh, H W., et al. "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 and Social Psychology, vol. 78, no. 2, 2000, pp. 337-49.
Marsh HW, Kong CK, Hau KT. Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. J Pers Soc Psychol. 2000;78(2):337-49.
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 and Social Psychology, 78(2), 337-49.
Marsh HW, Kong CK, Hau KT. Longitudinal Multilevel Models of the Big-fish-little-pond Effect On Academic Self-concept: Counterbalancing Contrast and Reflected-glory Effects in Hong Kong Schools. J Pers Soc Psychol. 2000;78(2):337-49. PubMed PMID: 10707339.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. AU - Marsh,H W, AU - Kong,C K, AU - Hau,K T, PY - 2000/3/9/pubmed PY - 2000/4/1/medline PY - 2000/3/9/entrez SP - 337 EP - 49 JF - Journal of personality and social psychology JO - J Pers Soc Psychol VL - 78 IS - 2 N2 - 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). SN - 0022-3514 UR - https://www.unboundmedicine.com/medline/citation/10707339/Longitudinal_multilevel_models_of_the_big_fish_little_pond_effect_on_academic_self_concept:_counterbalancing_contrast_and_reflected_glory_effects_in_Hong_Kong_schools_ L2 - http://content.apa.org/journals/psp/78/2/337 DB - PRIME DP - Unbound Medicine ER -