The Big-Fish-Little-Pond Effect, competence self-perceptions, and relativity: Substantive advances and methodological innovation

摘要: Abstract Enhancing the academic self-concept (ASC) is an important goal in its own right and facilitates accomplishment of a wide variety educational outcomes. The big-fish–little-pond effect (BFLPE), based on integration theoretical models, posits that high-ability students will have lower ASCs when placed tracks with other students, while lower-ability higher low-ability students. Thus, terms ASC, highly segregated systems are expected to disadvantage brightest advantage least able ASC. Here we review BFLPE literature over 30 years since first study, focus ongoing empirical issues, new perspectives, increasingly sophisticated methodological approaches, policy/practice implications. We conclude overview issues pertaining ways which methodology has changed progressed last take advances statistical methodology.