Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 35, 2015 - Issue 2
841
Views
17
CrossRef citations to date
0
Altmetric
Articles

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

Pages 228-251 | Received 12 Oct 2012, Accepted 05 Jul 2013, Published online: 12 Aug 2013

References

  • Arens, A. K., Yeung, A. S., Craven, R. G., & Hasselhorn, M. (2011). The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. Journal of Educational Psychology, 103, 970–981. doi:10.1037/a0025047
  • Asparouhov, T. (2004). Weighting for unequal probability of selection in multilevel modeling. Mplus Web Notes: No. 8. Retrieved from http://www.statmodel.com/download/webnotes/MplusNote81.pdf
  • Asparouhov, T. (2006). General multi-level modeling with sampling weights. Communications in Statistics: Theory and Methods, 35, 439–460. doi:10.1080/03610920500476598
  • Asparouhov, T., & Muthen, B. (2006). Multilevel modeling of complex survey data. Paper presented at the American Statistical Association, Seattle, WA.
  • Bong, M., & Skaalvik, E. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. doi:10.1023/A:1021302408382
  • Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychological Association. doi:10.1037/10197-000
  • Chiu, M.-S. (2012). The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science. Journal of Educational Psychology, 104, 87–107.
  • Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford.
  • Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121–138. doi:10.1037/1082-989X.12.2.121
  • Espenshade, T. J., Hale, L. E., & Chung, C. Y. (2005). The frog pond revisited: High school academic context, class rank, and elite college admission. Sociology of Education, 78, 269–293. doi:10.1177/003804070507800401
  • Festinger, L. (1954). A theory of social comparison processes. Human relations, 7, 117–140. doi:10.1177/001872675400700202
  • Foy, P., & Olson, J. F. (Eds.) (2009). TIMSS 2007 user guide for the international database. Boston, MA: TIMSS & PIRLS International Study Center.
  • Graham, J., Olchowski, A., & Gilreath, T. (2007). How many imputations are really needed? Some practical clarifications of multiple imputation theory. Prevention Science, 8, 206–213. doi:10.1007/s11121-007-0070-9
  • Hallquist, M. (2011). MplusAutomation: Automating Mplus model estimation and interpretation ( R package version 0.5). [online]. Retrieved from http://www.CRAN.R-project.org/package=MplusAutomation
  • Hay, I., Ashman, A., & van Kraayenoord, C. E. (1997). Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self-concept tests. British Journal of Educational Psychology, 67, 311–321. doi:10.1111/bjep.1997.67.issue-3
  • Huguet, P., Dumas, F., Marsh, H., Régner, I., Wheeler, L., Suls, J., … Nezlek, J. (2009). Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study. Journal of Personality and Social Psychology, 97, 156–170. doi:10.1037/a0015558
  • Kaplan, D., & Ferguson, A. J. (1999). On the utilization of sample weights in latent variable models. Structural Equation Modeling, 6, 305–321. doi:10.1080/10705519909540138
  • Lord, F. M., & Novick, M. R. (1968). Statistical theories of mental test scores. Reading, MA: Addison-Wesley.
  • Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T., & Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods, 13, 203–229. doi:10.1037/a0012869
  • Marsh, H. W. (1986). Global self-esteem: Its relation to specific facets of self-concept and their importance. Journal of Personality and Social Psychology, 51, 1224–1236. doi:10.1037/0022-3514.51.6.1224
  • Marsh, H. W. (1987a). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295. doi:10.1037/0022-0663.79.3.280
  • Marsh, H. W. (1987b). The hierarchical structure of self-concept and the application of hierarchical confirmatory factor analysis. Journal of Educational Measurement, 24, 17–39. doi:10.1111/jedm.1987.24.issue-1
  • Marsh, H. W. (1990a). A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, 2, 77–172. doi:10.1007/BF01322177
  • Marsh, H. W. (1990b). Self-description questinnaire-II. San Antonio, TX: The Psychological Corporation.
  • Marsh, H. W. (1990c). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82, 623–636. doi:10.1037/0022-0663.82.4.623
  • Marsh, H. W. (1992). Self description questionnaire (SDQ) II: A theoretical and empirical basis for the measurement of multiple dimensions of adolescent self-concept. A test manual and research monograph. Macarthur: University of Western Sydney, Faculty of Education.
  • Marsh, H. W., Chessor, D., Craven, R., & Roche, L. (1995). The effect of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285–319. doi:10.3102/00028312032002285
  • Marsh, H. W., & Hau, K.-T. (2003). Big-fish–little-pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 58, 364–376. doi:10.1037/0003-066X.58.5.364
  • 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, 337–349. doi:10.1037/0022-3514.78.2.337
  • Marsh, H. W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B., & Nagengast, B. (2009). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764–802. doi:10.1080/00273170903333665
  • Marsh, H. W., & O’Neill, R. (1984). Self description questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21, 153–174. doi:10.1111/jedm.1984.21.issue-2
  • Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K., O’Mara, A. J., & Craven, R. G. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350. doi:10.1007/s10648-008-9075-6
  • Marsh, H. W., Trautwein, U., Lüdtke, O., & Koller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100, 510–524. doi:10.1037/0022-0663.100.3.510
  • Martin, M. O., & Preuschoff, C. (2008). Creating the TIMSS 2007 background indices. In J. F. Olson, M. O. Martin, & I. V. S. Mullis (Eds.), TIMSS 2007 technical report (pp. 281–338). Boston, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Mislevy, R. J. (1991). Randomization-based inference about latent variables from complex samples. Psychometrika, 56, 177–196. doi:10.1007/BF02294457
  • Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3–53. doi:10.1006/ceps.1999.1019
  • Muthen, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. In P. V. Marsden (Ed.), Sociological methodology (pp. 267–316). Washington, DC: American.
  • Nagengast, B., & Marsh, H. W. (2011). 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. Educational Psychology, 31, 629–656. doi:10.1080/01443410.2011.586416
  • Nagengast, B., Marsh, H. W., Scalas, L. F., Xu, M. K., Hau, K.-T., & Trautwein, U. (2011). Who took the “×” out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science, 22, 1058–1066. doi:10.1177/0956797611415540
  • Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193–203. doi:10.1037/0022-0663.86.2.193
  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
  • Rogers, C. M., Smith, M. D., & Coleman, J. M. (1978). Social comparison in the classroom: The relationship between academic achievement and self-concept. Journal of Educational Psychology, 70, 50–57. doi:10.1037/0022-0663.70.1.50
  • Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York, NY: Wiley. doi:10.1002/SERIES1345
  • Schafer, J. L. (1997). Analysis of incomplete multivariate data. London: Chapman and Hall. doi:10.1201/CHMONSTAAPP
  • Seaton, M., Marsh, H. W., & Craven, R. G. (2009). Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries. Journal of Educational Psychology, 101, 403–419. doi:10.1037/a0013838
  • Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407–441. doi:10.3102/00346543046003407
  • Stapleton, L. M. (2002). The incorporation of sample weights into multilevel structural equation models. Structural Equation Modeling, 9, 475–502. doi:10.1207/S15328007SEM0904_2
  • Stapleton, L. M. (2006). An assessment of practical solutions for structural equation modeling with complex sample data. Structural Equation Modeling, 13, 28–58. doi:10.1207/s15328007sem1301_2
  • Suls, J., Martin, R., & Wheeler, L. (2002). Social comparison: Why, with whom, and with what effect? Current Directions in Psychological Science, 11, 159–163. doi:10.1111/cdir.2002.11.issue-5
  • Thijs, J., Verkuyten, M., & Helmond, P. (2010). A further examination of the big-fish–little-pond effect. Sociology of Education, 83, 333–345. doi:10.1177/0038040710383521
  • Tirri, K., & Campbell, J. R. (2010). Current trends and dilemmas in cross-cultural research. In D. K. Sharpes (Ed.), Handbook on international studies in education (pp. 17–29). Charlotte, NC: Information Age.
  • Tymms, P. (2004). Effect sizes in multilevel models. In I. Schagen, & K. Elliot (Eds.), But what does it mean? The use of effect sizes in educational research (pp. 55–66). Slough: NFER.
  • von Davier, M., & Sinharay, S. (2007). An importance sampling EM algorithm for latent regression models. Journal of Educational and Behavioral Statistics, 32, 233–251. doi:10.3102/1076998607300422
  • Wang, Q., Wang, Z., & Osterlind, S. J. (2011). Modeling the effects of home and student factors on text comprehension. New Waves - Educational Research & Development, 14, 22–33.
  • Wang, Z., Osterlind, S. J., & Bergin, D. A. (2012). Building mathematics achievement models in four countries using TIMSS 2003. International Journal of Science and Mathematics Education, 10, 1215–1242.
  • Wu, M. (2005). The role of plausible values in large-scale surveys. Studies in Educational Evaluation, 31, 114–128. doi:10.1016/j.stueduc.2005.05.005
  • Zeidner, M., & Schleyer, E. J. (1999). The big-fish–little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329. doi:10.1006/ceps.1998.0985

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.