Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect across 41 Culturally and Economically Diverse Countries.
Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect across 41 Culturally and Economically Diverse Countries.
复制标题
赢得泛人类理论的地位：大鱼小池塘效应在 41 个文化和经济多元化国家的普遍性。
DOI：
10.1037/a0013838
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发表时间：
2009
影响因子：
4.9
通讯作者：
R. Craven
中科院分区：
文献类型：
--
作者：
Marjorie Seaton;H. Marsh;R. Craven
二十多年来，大鱼小池塘效应（BFLPE）研究表明，高能力班级和学校的学生的学术自我概念低于混合能力学校中同等能力的学生。然而，跨文化 BFLPE 研究仅限于大多数发达国家和个人主义国家。本次调查利用国际学生评估计划数据库（经济合作与发展组织，2005a，2005b）评估了 41 个文化和经济多元化国家的 BFLPE。为了支持 BFLPE，学校平均自我概念对总样本的影响为负（影响大小 = -.49），对单独考虑的 41 个国家/地区均为负值，并且在 38 个国家/地区具有统计显着性。在这个庞大的、文化多元化的国家样本中，BFLPE 在集体主义和个人主义文化以及经济发展中国家和发达国家中都很明显。讨论了 BFLPE 理论和教育实践的意义
For more than 2 decades, big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability classes and schools have lower academic self-concepts than their equally able counterparts in mixed-ability schools. However, cross-cultural BFLPE research has been limited to mostly developed and individualist countries. Using the Program for International Student Assessment database (Organisation for Economic Co-operation and Development, 2005a, 2005b), the present investigation assessed the BFLPE in 41 culturally and economically diverse countries. In support of the BFLPE, the effect of school-average self-concept was negative for the total sample (effect size = -.49), negative for each of the 41 countries considered separately, and statistically significant in 38 countries. In this large, culturally diverse sample of countries, the BFLPE was evident in both collectivist and individualist cultures and in economically developing and developed nations. Implications for BFLPE theory and educational practice are discussed