Big-fish-little-pond effect on academic self-concept

被引：67

作者：

Marsh, HW ^{[1
]}

机构：

[1] Univ Western Sydney, SELF Res Ctr, Penrith, NSW 1797, Australia

来源：

ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE | 2005年 / 19卷 / 03期

关键词：

academic self-concept; selective schools; special education; gifted education; labeling effects;

D O I：

10.1024/1010-0652.19.3.119

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

In its simplest form, the big-fish-little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts when attending schools where the average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. In this article, I summarize theoretical, empirical, and policy-related implications of the BFLPE.

引用

页码：119 / 127

页数：9

共 27 条

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