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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 31, 2011 - Issue 5
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Original Articles

The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006

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Pages 629-656 | Received 31 Oct 2010, Accepted 05 May 2011, Published online: 24 Jun 2011

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Read on this site (11)

Faming Wang, Yaping Liu & Shing On Leung. (2022) Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling. School Effectiveness and School Improvement 33:3, pages 479-496.
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Ssu-Kuang Chen, Yih-Lan Liu & Sunny S. J. Lin. (2022) Do grades make me big? School effects of math ability and math grades on math self-concept. Educational Psychology 42:5, pages 567-586.
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Shaohui Chi, Zuhao Wang & Xiufeng Liu. (2021) Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs. International Journal of Science Education 43:14, pages 2426-2456.
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Yuane Jia & Timothy Konold. (2021) Moving to the Next Level: Doubly Latent Multilevel Mediation Models with a School Climate Illustration. The Journal of Experimental Education 89:2, pages 422-440.
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Hansjörg Plieninger & Oliver Dickhäuser. (2015) The female fish is more responsive: gender moderates the BFLPE in the domain of science. Educational Psychology 35:2, pages 213-227.
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Ioulia Televantou, Herbert W. Marsh, Leonidas Kyriakides, Benjamin Nagengast, John Fletcher & Lars-Erik Malmberg. (2015) Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement 26:1, pages 75-101.
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Gregory Arief D. Liem, Dennis M. McInerney & Alexander S. Yeung. (2015) Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers. The Journal of Experimental Education 83:1, pages 83-109.
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HerbertW. Marsh, Oliver Lüdtke, Benjamin Nagengast, Ulrich Trautwein, AlexandreJ. S. Morin, AdelS. Abduljabbar & Olaf Köller. (2012) Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects. Educational Psychologist 47:2, pages 106-124.
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Articles from other publishers (27)

Luyang Guo & Kit-Tai Hau. (2024) Adolescents want to be teachers? Affecting factors and two-decade trends in 39 educational systems. International Journal of Educational Research 123, pages 102274.
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John Jerrim, Philip D Parker & Nikki Shure. (2023) The big-fish-little-pond effect and overclaiming. International Journal of Educational Research 121, pages 102215.
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Geetanjali Basarkod & Herbert W. Marsh. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 243 249 .
Herbert W. Marsh, Reinhard Pekrun & Oliver Lüdtke. (2022) Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review 34:4, pages 2697-2744.
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Joseph M. Kush, Timothy R. Konold & Catherine P. Bradshaw. (2021) The Sampling Ratio in Multilevel Structural Equation Models: Considerations to Inform Study Design. Educational and Psychological Measurement 82:3, pages 409-443.
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Luyang Guo. (2022) Factors affecting adolescents' science career expectations in Asian and Western top-performing educational systems. Journal of Vocational Behavior 135, pages 103718.
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Ronny Scherer. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 871 925 .
Hanna Eklöf. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1299 1322 .
Ronny Scherer. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 55 .
Juan Zhang. (2021) Big fish in a big pond: Peer effects on university students’ academic self-concept. International Journal of Chinese Education 10:3, pages 221258682110460.
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Hanna Eklöf. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 24 .
Ze Wang. (2020) When Large-Scale Assessments Meet Data Science: The Big-Fish-Little-Pond Effect in Fourth- and Eighth-Grade Mathematics Across Nations. Frontiers in Psychology 11.
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Jannis Bosch & Jürgen Wilbert. (2020) Contrast and Assimilation Effects on Self-Evaluation of Performance and Task Interest in a Sample of Elementary School Children. Frontiers in Education 4.
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君妍 马. (2020) The Present Status and Prospect of Research on the Big-Fish-Little-Pond Effect. Advances in Psychology 10:04, pages 507-519.
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Franziska Schwabe, Roxanne Korthals & Trudie Schils. (2019) Positive social relationships with peers and teachers as moderators of the Big-Fish-Little-Pond Effect. Learning and Individual Differences 70, pages 21-29.
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Luise von Keyserlingk, Michael Becker & Malte Jansen. (2019) Academic self-concept during the transition to upper secondary school. Contemporary Educational Psychology 56, pages 152-160.
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Danhui Zhang, Yiran Cui, Yuan Zhou, Mengfei Cai & Hongyun Liu. (2018) The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement. Frontiers in Psychology 9.
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Virginie Dupont & Dominique Lafontaine. (2019) Le genre et les performances de l’élève modèrent-ils l’influence de l’école fréquentée sur les aspirations professionnelles ?. Revue des sciences de l’éducation 44:2, pages 103-128.
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Richard Sheldrake. (2016) Differential predictors of under-confidence and over-confidence for mathematics and science students in England. Learning and Individual Differences 49, pages 305-313.
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Virginie Dupont & Dominique Lafontaine. (2016) Fréquenter des pairs très performants n’a pas que des vertus : impact de l’école ou de la classe fréquentée sur le concept de soi scolaire (le BFLPE)Being assigned to highly performing groups is not always beneficial: impact of the class or school attended on academic self-concept. Revue française de pédagogie:195, pages 63-86.
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Richard Sheldrake. (2016) Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research 76, pages 50-65.
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Ronny Scherer & Fazilat Siddiq. (2015) The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?. Computers & Education 80, pages 198-210.
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Kit-Tai Hau & Herbert W. Marsh. 2015. International Encyclopedia of the Social & Behavioral Sciences. International Encyclopedia of the Social & Behavioral Sciences 54 63 .
Pey-Yan Liou. (2013) Investigation of the Big-Fish-Little-Pond Effect on Students’ Self-Concept of Learning Mathematics and Science in Taiwan: Results from TIMSS 2011. The Asia-Pacific Education Researcher 23:3, pages 769-778.
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Herbert W. Marsh, Adel Salah Abduljabbar, Philip D. Parker, Alexandre J. S. Morin, Faisal Abdelfattah & Benjamin Nagengast. (2014) The Big-Fish-Little-Pond Effect in Mathematics. Journal of Cross-Cultural Psychology 45:5, pages 777-804.
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Gregory Arief D. Liem, Herbert W. Marsh, Andrew J. Martin, Dennis M. McInerney & Alexander S. Yeung. (2013) The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming. American Educational Research Journal 50:2, pages 326-370.
Crossref
Günter Faber. 2013. Bildungskontexte. Bildungskontexte 325 351 .

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