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
收藏
页码：119 / 127
页数：9
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