Big-fish-little-pond effect on academic self-concept: A reply to responses

Zeitschrift fur Padagogische Psychologie

Volumn 19, Issue 3, 2005, Pages 141-144

  Marsh, Herbert W ^a  

^a UNIVERSITY OF WESTERN SYDNEY   (Australia)

Author keywords

Academic self concept; Gifted education; Labeling effects; Selective schools; Special education

Indexed keywords

EID: 24944543460     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024/1010-0652.19.3.141     Document Type: Review

References (7)

1. Kornmann, R. (2005). Can the academic self-concept be positive and realistic? Zeitschrift für Pädagogische Psychologie, 19, 129-132.
2. Marsh, H.W. (2005). Big-fish-little-pond effect on academic self-concept. Zeitschrift für Pädagogische Psychologie, 19, 119-127.
3. Marsh, H.W. (1991). The failure of high ability high schools to deliver academic benefits: The importance of academic self-concept and educational aspirations. American Educational Research Journal, 28, 445-480.
4. Marsh, H.W., & Hau, K. (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.
5. Marsh, H.W., Kong, C.K., & Hau, K.T. (2000). Longitudinal multilevel modeling of the big-fish-little-pond effect on academic self-concept: Counterbalancing social comparison and reflected glory effects in Hong Kong high schools. Journal of Personality and Social Psychology, 78, 337-349.
6. Rindermann, H., & Heller, K.A. (2005). The benefit of gifted classes and talent schools for developing students' competencies and enhancing academic self-concept. Zeitschrift für Pädagogische Psychologie, 19, 133-136.
7. Trautwein, U., & Lüdtke, O. (2005). The big-fish-little-pond effect: Future research questions and educational implications. Zeitschrift für Pädagogische Psychologie, 19, 137-140.