The big-fish-little-pond effect on academic self-concept: The moderating role of differentiated instruction and individual achievement

Learning and Individual Differences

Volumn 42, Issue , 2015, Pages 110-116

  Roy, Amélie ^a   Guay, Frédéric ^a   Valois, Pierre ^a  

^a UNIVERSITÉ LAVAL   (Canada)

Author keywords

Big fish little pond effect; Differentiated instruction; Elementary schools; Instructional adaptations; Social comparison

Indexed keywords

EID: 84940958277     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2015.07.009     Document Type: Article

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