TY - UNPB
T1 - The Big-fish-little-pond Effect for Reading Self-beliefs
T2 - A Cross-national Exploration with PISA 2018
AU - Basarkod, Geetanjali
AU - Marsh, Herb
AU - Guo, Jiesi
AU - Dicke, Theresa
AU - Xu, M.
AU - Parker, Philip
PY - 2020/11/27
Y1 - 2020/11/27
N2 - Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level self-concept) to generalize across countries. However, evidence is largely limited to math and science, limiting conclusions of universality to these subjects. Using data from Program for International Students Assessment 2018 (533,165 students, 72countries), the present study is the first to examine and provide robust evidence for the cross-national generalizability of the BFLPE for the reading self-concept of high school students (perceived competence and difficulty subscales). Consistent with our social-comparison perspective, we also show that the BFLPE is strong when the frame-of-reference for comparison is relative rather than absolute; the effect of school-average achievement was robust for difficulty experienced with reading in general (self-concept of perceived difficulty), but very weak fordifficulty experienced specifically during the PISA reading test (PISA test difficulty).Our findings extend support for the generalizability of the BFLPE to reading self-concept.Keywords: Big-fish-little-pond effect; reading self-concept; social comparison process; frame-of-reference;PISA
AB - Past research shows the Big-Fish-Little-Pond Effect (BFLPE; negative effect of school-average achievement on student-level self-concept) to generalize across countries. However, evidence is largely limited to math and science, limiting conclusions of universality to these subjects. Using data from Program for International Students Assessment 2018 (533,165 students, 72countries), the present study is the first to examine and provide robust evidence for the cross-national generalizability of the BFLPE for the reading self-concept of high school students (perceived competence and difficulty subscales). Consistent with our social-comparison perspective, we also show that the BFLPE is strong when the frame-of-reference for comparison is relative rather than absolute; the effect of school-average achievement was robust for difficulty experienced with reading in general (self-concept of perceived difficulty), but very weak fordifficulty experienced specifically during the PISA reading test (PISA test difficulty).Our findings extend support for the generalizability of the BFLPE to reading self-concept.Keywords: Big-fish-little-pond effect; reading self-concept; social comparison process; frame-of-reference;PISA
U2 - 10.35542/osf.io/7wbxj
DO - 10.35542/osf.io/7wbxj
M3 - Preprint
BT - The Big-fish-little-pond Effect for Reading Self-beliefs
PB - EdArXiv Preprints
ER -