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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 35, 2015 - Issue 2
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Articles

Examining big-fish-little-pond-effects across 49 countries: a multilevel latent variable modelling approach

Ze WangEducational, School and Counseling Psychology, University of Missouri, Columbia, MO, USACorrespondence[email protected]
Pages 228-251 | Received 12 Oct 2012, Accepted 05 Jul 2013, Published online: 12 Aug 2013

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Chi-Ning Chang & Oi-Man Kwok. (2022) Partitioning Variance for a Within-Level Predictor in Multilevel Models. Structural Equation Modeling: A Multidisciplinary Journal 29:5, pages 716-730.
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Vahid Aryadoust & Mehdi Riazi. (2017) Future directions for assessing for learning in second language writing research: epilogue to the special issue. Educational Psychology 37:1, pages 82-89.
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Articles from other publishers (15)

Danny Rahal, Stacy T. Shaw, Mary C. Tucker & James W. Stigler. (2024) Status in a psychological statistics class: The role of academic and status-based identities in college students’ subjective social status. Social Psychology of Education.
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Xin Chen. (2023) Instructional clarity and classroom management are linked to attitudes towards mathematics: A combination of student and teacher ratings. British Journal of Educational Psychology 93:2, pages 591-607.
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Minge Chen & Dirk Hastedt. (2022) The paradoxical relationship between students’ non-cognitive factors and mathematics & science achievement using TIMSS 2015 dataset. Studies in Educational Evaluation 73, pages 101145.
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Alessandra Cecalupo, Mara Marini, Federica Scarci & Stefano Livi. (2022) Individual Strivings in Social Comparison Processes: Achievement Motivation Goals in the Big-Fish-Little-Pond Effect. Frontiers in Psychology 13.
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Xin Chen. (2022) The effects of individual- and class-level achievement on attitudes towards mathematics: An analysis of Hong Kong students using TIMSS 2019. Studies in Educational Evaluation 72, pages 101113.
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Peter Rohde Skov. (2022) Does the Peer Group Matter? Assessing Frog Pond Effects in Transition to Secondary Schooling. Socius: Sociological Research for a Dynamic World 8, pages 237802312210886.
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Zhichen Xia, Fan Yang, Kevin Praschan & Qingyu Xu. (2019) The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China. Current Psychology 40:11, pages 5567-5586.
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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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Lauren Kavanagh. (2019) Academic self-concept formation: testing the internal/external frame of reference model, big-fish-little-pond model, and an integrated model at the end of primary school. European Journal of Psychology of Education 35:1, pages 93-109.
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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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J. Dockx, B. De Fraine & M. Vandecandelaere. (2019) Tracks as frames of reference for academic self-concept. Journal of School Psychology 72, pages 67-90.
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Ze Wang & David A. Bergin. (2017) Perceived relative standing and the big-fish-little-pond effect in 59 countries and regions: Analysis of TIMSS 2011 data. Learning and Individual Differences 57, pages 141-156.
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Ming Ming Chiu. 2017. What Matters? Research Trends in International Comparative Studies in Mathematics Education. What Matters? Research Trends in International Comparative Studies in Mathematics Education 267 288 .
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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