Little Pond Campground & Day Use Area

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Big Fish. Small Pond.

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Reference: Big fish, little pond. Students’ self Publication date: Aug Peer reviewed: No Event date: to Event place (city):​.

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The tendency for equally able schoolchildren to show lower academic self-esteem when attending a school in which the average ability level of the other children is high than when it is low. The effect is believed to result from social comparison processes, and it implies that children tend to have lower academic self-esteem in academically selective schools than in non-selective schools. The concept was introduced by the Australian educational psychologist Herbert W.

Marsh born and a colleague in an article in the Journal of Personality and Social Psychology in and strongly corroborated by a survey of 4, year-olds in 26 countries published by Marsh and a colleague in the journal American Psychologist in BFLPE abbrev. Subjects: Science and technology — Psychology.

Researchers have long postulated the existence of a big-fish-little-pond effect Our results provide the strongest evidence to date that a sizeable BFLPE exists.

Are you busy chasing social status, the trappings of power, climbing the corporate ladder…? But if you are reading here, maybe you are becoming aware of the dangers of the Big Fish, Little Pond Syndrome. Keep reading! And by the end of this article, you will be ready to break free of the pond and become a true, free-roaming global fish. The effort, both physical and emotional, that people exert to defend and enhance their social status within a determined social group. It can be the workplace, your class, your group of friends or a sports team.

Usually the efforts at social status increase include posturing , social aggression, back stabbing, rumors spreading and of course all types of social climbing. If approached well, small pond domination can be great fun and give you lots of benefits. And it makes you look great when you bring outsiders inside that small pond and they see what a big fish you are.

Being a big fish in your pond works great in getting the girls within that pond to want to mate with you. However, small pond men also have major limitations. Here is how I define big fish-small pond men:. However, that specialization often comes at a price.

“Find the Right Parts”

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According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE​.

Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. The big-fish-little-pond effect BFLPE model predicts students’ academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE , there have been relatively few studies searching for possible moderators.

Research evidence for the big-fish-little-pond effect BFLPE has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE…. Marsh and Parker described the big-fish-little-pond effect BFLPE whereby equally able students have lower academic self-concepts in high-ability schools than in low-ability schools.

The present investigation, a reanalysis of the Youth in Transition data, supported the generality of the earlier findings and demonstrated new theoretical…. The big-fish-little-pond effect BFLPE posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. We collected data on…. This article aims to study the relationship between teachers’ judgment and pupils’ self-perceptions controlling for the big-fish-little-pond effect BFLPE.

Three studies were conducted among third-grade pupils.

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Although a few studies have been done with regard to this effect, inconsistence exists in the effect size with little success in finding moderators. Here, we present a meta-analysis to synthesize related literatures to reach a summary conclusion on the BFLPE. Furthermore, student age, comparison target, academic self-concept domain, student location, sample size, and publication year were examined as potential moderators.

Moreover, moderator analyses revealed that the Big-Fish-Little-Pond effect is an age-based process and an intercultural phenomenon, which is stronger among high school students, in Asia and when verbal self-concept is considered. This meta-analysis is the first quantitative systematic overview of BFLPE, whose results are valuable to the understanding of BFLPE and reveal the necessity for educators from all countries to learn about operative means to help students avoid the potential negative effect.

Future research expectations are offered subsequently. Earlier empirical researches and a meta-analysis manifested that academic achievement and ASC are reciprocally related Guay et al.


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The Big-fish-little-Pond effect is well acknowledged as the negative age groups have been included in BFLPE researches completed to date.

Being schooled with other high-achieving peers has a detrimental influence on students’ self-perceptions: School-average and class-average achievement have a negative effect on academic self-concept and career aspirations-the big-fish-little-pond effect. Individual achievement, on the other hand, predicts academic self-concept and career aspirations positively.

Research from Western and developed countries implies that the negative contextual effect on career aspirations is mediated by academic self-concept. Using data from the Program for International Student Assessment PISA a total of , year-old students from 57 countries , we test the generalizability of this mediation model in science using a general multilevel structural equation modeling framework.

Individual achievement was positively related to academic self-concept 52 countries and career aspirations 42 countries. The positive effect on career aspirations was mediated by self-concept in 54 countries. The negative effects of school-average achievement on self-concept 50 countries and career aspirations 31 countries also generalized well. After controlling for self-concept at both the individual and the school level, there were significant indirect contextual effects in 34 countries-evidence for mediation of the contextual effect of school-average achievement on career intentions by academic self-concept.

Skip to main content. Big fish in little ponds aspire more : mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Search for this publication on Google Scholar. Nagengast, B.

The meaning and origin of the expression: Big fish in a small pond

The big-fish—little-pond effect BFLPE predicts that equally able students have lower academic self-concepts ASCs when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs.

Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized e.

Definition of big fish in a small pond in the Idioms Dictionary. big fish in a small Tell a friend about us, add a link to this page, or visit the webmaster’s page for.

Help Contact Us About us. Advanced Search. Journal of Educational Psychology. Checking for direct PDF access through Ovid. Abstract Two studies integrate the big-fish-little-pond effect BFLPE; negative effects of class-average achievement on academic self-concept, ASC , which is based upon educational psychological research, with related social psychological research that is based on social comparison theory. Critical distinctions are the nature of the social comparison processes that are based on generalized-other class- or school-average or individual target comparison classmate comparisons, and the nature of self-belief constructs that invoke normative social comparison or absolute frames of reference.

In a large cross-national study 26 countries; 3, schools; , students , school-average ability negatively affected ASC but had little effect on 4 other self-belief constructs that did not invoke social comparison processes. In Study 2 64 classes; students , 2 sources of social comparison information class-average achievement and achievement of an individually selected target comparison classmate each had distinct, substantial negative effects on agency self-beliefs that invoked social comparison processes but not on metacognitive responses that did not invoke these processes.

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