Big-fish-little-pond effect on academic self-concept: A reply to responses
The purpose of this article is to reply - within the designated length limitation - to three invited responses to my (Marsh, 2005) overview of the big-fish-little-pond effect (BFLPE). In its simplest form, the BFLPE predicts that equally able students have lower academic self-concepts when attending...
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| Format: | Journal article |
| Jezik: | English |
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2005
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| _version_ | 1826301870444904448 |
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| author | Marsh, H |
| author_facet | Marsh, H |
| author_sort | Marsh, H |
| collection | OXFORD |
| description | The purpose of this article is to reply - within the designated length limitation - to three invited responses to my (Marsh, 2005) overview of the big-fish-little-pond effect (BFLPE). In its simplest form, the BFLPE predicts that equally able students have lower academic self-concepts when attending schools or classes where the school-average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. None of the three responses to Marsh (2005) argues against the basic theoretical and empirical research in support of the BFLPE - that school-or class-average ability has a negative effect on academic self-concept. However, each of the three responses - coming from very different perspectives - proposes new questions and addresses broader implications that provide a rich basis for further BFLPE research in Germany and throughout the world. © Verlag Hans Huber, Bern. |
| first_indexed | 2024-03-07T05:38:56Z |
| format | Journal article |
| id | oxford-uuid:e4e80bb5-d4fd-47da-8d9c-53de9efb49cb |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T05:38:56Z |
| publishDate | 2005 |
| record_format | dspace |
| spelling | oxford-uuid:e4e80bb5-d4fd-47da-8d9c-53de9efb49cb2022-03-27T10:19:51ZBig-fish-little-pond effect on academic self-concept: A reply to responsesJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:e4e80bb5-d4fd-47da-8d9c-53de9efb49cbEnglishSymplectic Elements at Oxford2005Marsh, HThe purpose of this article is to reply - within the designated length limitation - to three invited responses to my (Marsh, 2005) overview of the big-fish-little-pond effect (BFLPE). In its simplest form, the BFLPE predicts that equally able students have lower academic self-concepts when attending schools or classes where the school-average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. None of the three responses to Marsh (2005) argues against the basic theoretical and empirical research in support of the BFLPE - that school-or class-average ability has a negative effect on academic self-concept. However, each of the three responses - coming from very different perspectives - proposes new questions and addresses broader implications that provide a rich basis for further BFLPE research in Germany and throughout the world. © Verlag Hans Huber, Bern. |
| spellingShingle | Marsh, H Big-fish-little-pond effect on academic self-concept: A reply to responses |
| title | Big-fish-little-pond effect on academic self-concept: A reply to responses |
| title_full | Big-fish-little-pond effect on academic self-concept: A reply to responses |
| title_fullStr | Big-fish-little-pond effect on academic self-concept: A reply to responses |
| title_full_unstemmed | Big-fish-little-pond effect on academic self-concept: A reply to responses |
| title_short | Big-fish-little-pond effect on academic self-concept: A reply to responses |
| title_sort | big fish little pond effect on academic self concept a reply to responses |
| work_keys_str_mv | AT marshh bigfishlittlepondeffectonacademicselfconceptareplytoresponses |