马君妍，永春
https://doi.org/10.1037/0022-3514.47.1.213
Marsh, H. W. (2016). Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Posi-tive Effects of Retention on Academic Self-Concept. Journal of Educational Psychology, 108, 256-273. https://doi.org/10.1037/edu0000059
Marsh, H. W., & Craven, R. G. (2006). Reciprocal Effects of Self-Concept and Performance from a Multidimensional Pers-pective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science, 1, 133-163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
Marsh, H. W., & Hau, K. T. (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. https://doi.org/10.1037/0003-066X.58.5.364
Marsh, H. W., & O’Mara, A. J. (2010). Long-Term Total Negative Effects of School-Average Ability on Diverse Education-al Outcomes: Direct and Indirect Effects of the Big-Fish-Little-Pond effect. German Journal of Educational Psychology, 24, 51-72. https://doi.org/10.1024/1010-0652/a000004
Marsh, H. W., Abduljabbar, A. S., Morin, A. J. S., Parker, P., & Abu-Hilal, M. M. (2015). The Big-Fish-Little-Pond Effect: Generalizability of Social Comparison Processes over Two Age Cohorts from Western, Asian, and Middle Eastern Islamic Countries. Journal of Educational Psychology, 107, 258-271. https://doi.org/10.1037/a0037485 Marsh, H. W., Kong, C. K., & Hau, K. T. (2000). Longitudinal Multilevel Models of the Big-Fish-Little-Pond Effect on Academic Self-Concept: Counterbalancing Contrast and Reflected-Glory Effects in Hong Kong Schools. Journal of Per-sonality and Social Psychology, 78, 337-349. https://doi.org/10.1037/0022-3514.78.2.337 Marsh, H. W., Kuyper, H., Morin, A. J. S., Parker, P. D., & Seaton, M. (2014). Big-Fish-Little-Pond Social Comparison and Local Dominance Effects: Integrating New Statistical Models, Methodology, Design, Theory and Substantive Implications. Learning & Instruction, 33, 50-66. https://doi.org/10.1016/j.learninstruc.2014.04.002 Marsh, H. W., Morin, A. J. S., & Parker, P. D. (2015). Physical Self-Concept Changes in a Selective Sport High School: A Longitudinal Cohort-Sequence Analysis of the Big-Fish-Little-Pond Effect. Journal of Sport & Exercise Psychology. 37, 150-163. https://doi.org/10.1123/jsep.2014-0224 Marsh, H. W., Parker, P. D., & Pekrun, R. (2018). Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students: Frame-of-Reference as a Unifying Theoretical Explanation. European Psychologist, 24, 231-242. https://doi.org/10.1027/1016-9040/a000332
Marsh, H. W., Parker, P. D., Guo, J., Dicke, T., Pekrun, R., Murayama, K. et al. (2019). The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies. Journal of Educational Psychology. 111, 331-353. https://doi.org/10.1037/edu0000281
Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J. et al. (2018). An Integrated Model of Aca-demic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years. Develop-mental Psychology, 54, 263-280. https://doi.org/10.1037/dev0000393 M?ller, J., Pohlmann, B., K?ller, O., & Marsh, H. W. (2009). A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept. Review of Educational Research, 79, 1129-1167. https://doi.org/10.3102/0034654309337522 Nagengast, B., & Marsh, H. W. (2011). The Negative Effect of School-Average Ability on Science Self-Concept in the UK, the UK Countries and the World: The Big-Fish-Little-Pond-Effect for PISA 2006. Educational Psychology, 31, 629-656. https://doi.org/10.1080/01443410.2011.586416 Niepel, C., Stadler, M., & Greiff, S. (2019). Seeing Is Believing: Gender Diversity in STEM Is Related to Mathematics Self-Concept. Journal of Educational Psychology, 111, 1119-1130. https://doi.org/10.1037/edu0000340 Parker, P. D., Marsh, H. W., Ludtke, O., & Trautwein, U. (2013). Differential School Contextual Effects for Math and Eng-lish: Integrating the Big-Fish-Little-Pond Effect and the Internal/External Frame of Reference. Learning and Instruction, 23, 78-89. https://doi.org/10.1016/j.learninstruc.2012.07.001 Pinxten, M., Wouters, S., Preckel, F., Niepel, C., De Fraine, B., & Verschueren, K. (2015). The Formation of Academic Self-Concept in Elementary Education: A Unifying Model for External and Internal Comparisons. Contemporary Educa-tional Psychology, 41, 124-132. https://doi.org/10.1016/j.cedpsych.2014.12.003 Plieninger, H., & Dickh?user, O. (2015). The Female Fish Is More Responsive: Gender Moderates the BFLPE in the Domain of Science. Educational Psychology, 35, 213-227. https://doi.org/10.1080/01443410.2013.814197 Rathmann, K., Bilz, L., Hurrelmann, K., Kiess, W., & Richter, M. (2018). Is Being a “Small Fish in a Big Pond” Bad for Students’ Psychosomatic Health? A Multilevel Study on the Role of Class-Level School Performance. BMC Public Health, 18, 1098. https://doi.org/10.1186/s12889-018-5977-5 Roy, A., Guay, F., & Valois, P. (2015). The Big-Fish-Little-Pond Effect on Academic Self-Concept: The Moderating Role of Differentiated Instruction and Individual Achievement. Learning & Individual Differences, 42, 110-116.
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马君妍，永春
https://doi.org/10.1016/j.lindif.2015.07.009
Salchegger, S. (2016). Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish-Little-Pond Effect across Cultures. Journal of Educational Psychology, 108, 405-423. https://doi.org/10.1037/edu0000063 Scherer, R., & Siddiq, F. (2015). The Big-Fish-Little-Pond-Effect Revisited: Do Different Types of Assessments Matter? Computers & Education, 80, 198-210. https://doi.org/10.1016/j.compedu.2014.09.003
Schurtz, M., Pfost, M., Nagengast, B., & Artelt, C. (2014). Impact of Social and Dimensional Comparisons on Student’s Mathematical and English Subject-Interest at the Beginning of Secondary School. Learning & Instruction, 34, 32-41. https://doi.org/10.1016/j.learninstruc.2014.08.001
Schwabe, F., Korthals, R., & Schils, T. (2019).Positive Social Relationships with Peers and Teachers as Moderators of the Big-Fish-Little-Pond Effect. Learning & Individual Differences, 70, 21-29. https://doi.org/10.1016/j.lindif.2018.12.006 Seaton, M., Marsh, H. W., & Craven, R. G. (2009). Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish- Little-Pond Effect across 41 Culturally and Economically Diverse Countries. Journal of Educational Psychology, 101, 403-419. https://doi.org/10.1037/a0013838 Segall, H., Lonner, J., & Berry, W. (1998). Cross-Cultural Psychology as a Scholarly Discipline: On the Flowering of Cul-ture in Behavioral Research. American Psychologist, 53, 1101-1110. https://doi.org/10.1037/0003-066X.53.10.1101 St?bler, F., Dumont, H., Becker, M., & Baumert, J. (2017). What Happens to the Fish’s Achievement in a Little Pond? A Simultaneous Analysis of Class-Average Achievement Effects on Achievement and Academic Self-Concept. Journal of Educational Psychology, 109, 191-207. https://doi.org/10.1037/edu0000135 Sung, Y. T., Li Y., Tseng, F. L., & Chang, K. E. (2014). The Aspects and Ability Groups in Which Little Fish Perform Worse Than BIG FISH: Examining the Big-Fish-Little-Pond Effect in the Context of School Tracking. Contemporary Educational Psychology, 39, 220-232. https://doi.org/10.1016/j.cedpsych.2014.05.002 Szumski, G., & Karwowski, M. (2015). Emotional and Social Integration and the Big-Fish-Little-Pond Effect among Stu-dents with and without Disabilities. Learning & Individual Differences, 43, 63-74. https://doi.org/10.1016/j.lindif.2015.08.037 Thijs, J., Verkuyten, M., & Helmond, P. (2010). A Further Examination of the Big-Fish-Little-Pond Effect: Perceived Posi-tion in Class, Class Size, and Gender Comparisons. Sociology of Education, 83, 333-345. https://doi.org/10.1177/0038040710383521 Trautwein, U., Lüdtke, O., Marsh, H. W., K?ller, O., & Baumert, J. (2006). Tracking, Grading, and Student Motivation: Us-ing Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics. Journal of Educa-tional Psychology, 98, 788-806. https://doi.org/10.1037/0022-0663.98.4.788 Vogl, K., Schmidt, I., & Preckel, F. (2018). The Role of Academic Ability Indicators in Big-Fish-Little-Pond Effect Re-search: A Comparison Study. Journal of Educational Research, 111, 429-438. https://doi.org/10.1080/00220671.2017.1291485 von Keyserlingk, L., Becker, M., Jansen, M., & Maaz, K. (2019a). Effects of Student Composition in School on Young Adults’ Educational Pathways. Journal of Educational Psychology. https://doi.org/10.1037/edu0000411 von Keyserlingk, L., Becker, M., Jansen, M., & Maaz, K. (2019b). Leaving the Pond: Choosing an Ocean: Effects of Student Composition on STEM Major Choices at University. Journal of Educational Psychology, 111, 131-148. von Keyserlingk., L., Becker, M., & Jansen, M. (2019). Academic Self-Concept during the Transition to Upper Secondary School. Contemporary Educational Psychology, 56, 152-160. https://doi.org/10.1016/j.cedpsych.2019.01.001 Wang, Z. (2015). Examining Big-Fish-Little-Pond-Effects across 49 Countries: A Multilevel Latent Variable Modelling Ap-proach. Educational Psychology, 35, 228-251. https://doi.org/10.1080/01443410.2013.827155 Wang, Z., & Bergin, D. A. (2017). Perceived Relative Standing and the Big-Fish-Little-Pond Effect in 59 Countries and Re-gions: Analysis of TIMSS 2011 Data. Learning & Individual Differences, 57, 141-156. https://doi.org/10.1016/j.lindif.2017.04.003
Wouters, S., Colpin, H., Van Damme, J., & Verschueren, K. (2015). Endorsing Achievement Goals Exacerbates the Big- Fish-Little-Pond Effect on Academic Self-Concept. Educational Psychology, 35, 252-270. https://doi.org/10.1080/01443410.2013.822963
Wouters, S., Colpin, H., Van Damme, J., De Laet, S., & Verschueren, K. (2013). Early Adolescents’ Academic Self-Concept Formation: Do Classmates or Friends Matter Most? Learning & Individual Differences, 27, 193-200. https://doi.org/10.1016/j.lindif.2013.09.002
Zell, E., Strickhouser, J. E., & Alicke, M. D. (2017). Local Dominance Effects on Self-Evaluations and Intrinsic Motivation. Self and Identity, 16, 629-644. https://doi.org/10.1080/15298868.2017.1295100
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马君妍，永春
Zhang, J., Li, Y., & Wu, C. (2013). The Influence of Individual and Team Cognitive Ability on Operators’ Task and Safety Performance: A Multilevel Field Study in Nuclear Power Plants. PLoS ONE, 8, e84528. https://doi.org/10.1371/journal.pone.0084528
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大鱼小池效应的研究现状与展望
