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008			221107b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aMarsh, H. W. _eauthor
245			_aThe big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. _ccreated by H. W.Marsh, Abduljabbar, A. S., Morin, A. J. S., Parker, P., Abdelfattah, F., Nagengast, B., & Abu-Hilal, M. M
264			_aOxford _bAmerican Psychological Association _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aExtensive support for the seemingly paradoxical negative effects of school- and class-average achievement on academic self-concept (ASC)—the big-fish-little-pond effect (BFLPE)—is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the generalizability of this frame of reference effect based on social comparison theory to primary school students and or to matched samples of primary and secondary students from different countries. Using multigroup–multilevel latent variable models, we found support for developmental and cross-cultural generalizability of the BFLPE based on Trends in International Mathematics and Science Study data; positive effects of individual student achievement and the negative effects of class-average achievement on ASC were significant for each of the 26 groups (nationally representative samples of 4th- and 8th-grade students from 13 diverse countries; 117,321 students from 6,499 classes)
650			_abig -fish-little -pond effect
650			_aTrends in international mathematics
650			_ascience study
650			_aframe of reference effects
856			_uhttps://doi.org/10.1037/a0037485
942			_2lcc _cJA
999			_c160107 _d160107