The Big-Fish-Little-Pond Effect

2005 ◽  
Vol 19 (3) ◽  
pp. 137-140 ◽  
Author(s):  
Ulrich Trautwein ◽  
Oliver Lüdtke
Keyword(s):  
Empirical Research ◽  
Educational Outcomes ◽  
Reference Group ◽  
Empirical Studies ◽  
Large Body ◽  
Self Concept ◽  
Achievement Level ◽  
Educational Implications ◽  
Reference Group Effects ◽  
Group Effects

Summary: Reference group effects on self-concept have been examined in a multitude of empirical studies in various educational settings. Effects of this kind have been most rigorously demonstrated by Herbert W. Marsh, who introduced the term big-fish-little-pond effect (BFLPE) to describe the finding that students' self-concept is negatively affected by the achievement level of other students in the same class or school. The phenomenon of the BFLPE is supported by a large body of empirical research. In this contribution, we first discuss mechanisms underlying the BFLPE. Second, we address reference group effects on educational outcomes other than self-concept. Finally, we briefly discuss educational implications of the BFLPE.

Managing Reference-Group Effects in Sequential Product Upgrades

2020 ◽  
Author(s):  
Jiong Sun ◽  
Jinhong Xie ◽  
Tao Chen ◽  
Fei Li ◽  
Gao Wang
Keyword(s):  
Reference Group ◽  
Sequential Product ◽  
Reference Group Effects ◽  
Group Effects

scholarly journals A Reference Group Effect in the Misperception of the Black-White Income Gap

2018 ◽  
Author(s):  
Michael W. Kraus ◽  
Jennifer Richeson
Keyword(s):  
Black Family ◽  
Reference Group ◽  
High Status ◽  
White Family ◽  
Income Equality ◽  
Income Gap ◽  
Black And White ◽  
Income Disparities ◽  
Reference Group Effects ◽  
Group Effects

The goal of the present work was to determine if reference group effects influence the magnitude of misperception of the Black-White income gap. In prior research, large samples of Americans overestimate income equality between Black and White Americans, but that prior work used the same methodology where respondents were always asked to think of a typical or average White exemplar family prior to making estimates of the comparative income of a typical or average Black family. The results from an initial experiment suggest that reference group effects do shift misperceptions of Black-White income equality. When first thinking of a typical Black family a (N = 607) sample of respondents provided larger overestimates of Black-White income equality then when thinking of a White family first. Similar estimates were observed for participants using a scale versus a free response form for indicating their income gap perceptions. The results suggest that, when bringing a Black exemplar to mind first in the context of estimates of income disparities, Americans tend to bring to mind high status Black exemplars that skew conceptions of income disparities toward greater equality and widen errors in estimation of the Black-White income gap.

scholarly journals Reference Group Effects in the Measurement of Personality and Attitudes

2010 ◽  
Vol 92 (5) ◽  
pp. 390-399 ◽  
Author(s):  
Marcus Credé ◽  
Michael Bashshur ◽  
Sarah Niehorster
Keyword(s):  
Reference Group ◽  
Reference Group Effects ◽  
Group Effects

Exploring reference group effects on teachers’ nominations of gifted students.

2016 ◽  
Vol 108 (6) ◽  
pp. 883-897 ◽  
Author(s):  
Sandra Rothenbusch ◽  
Ingo Zettler ◽  
Thamar Voss ◽  
Thomas Lösch ◽  
Ulrich Trautwein
Keyword(s):  
Reference Group ◽  
Gifted Students ◽  
Reference Group Effects ◽  
Group Effects

scholarly journals The Secondary Harms of Parental Substance Use on Children’s Educational Outcomes: A Review

2022 ◽  
Author(s):  
Emily Lowthian
Keyword(s):  
Substance Use ◽  
Educational Outcomes ◽  
Illicit Drugs ◽  
Illicit Drug ◽  
Empirical Studies ◽  
Self Concept ◽  
Health And Wellbeing ◽  
Parental Substance Use ◽  
The Relationship ◽  
Parental Alcohol

AbstractParental substance use, that is alcohol and illicit drugs, can have a deleterious impact on child health and wellbeing. An area that can be affected by parental substance use is the educational outcomes of children. Current reviews of the literature in the field of parental substance use and children's educational outcomes have only identified a small number of studies, and most focus on children's educational attainment. To grasp the available literature, the method from Arksey and O’Malley (2005) was used to identify literature. Studies were included if they were empirical, after 1950, and focused on children’s school or educational outcomes. From this, 51 empirical studies were identified which examined the relationship between parental alcohol and illicit drug use on children’s educational outcomes. Five main themes emerged which included attainment, behavior and adjustment, attendance, school enjoyment and satisfaction, academic self-concept, along with other miscellaneous outcomes. This paper highlights the main findings of the studies, the gaps in the current literature, and the challenges presented. Recommendations are made for further research and interventions in the areas of parental substance use and child educational outcomes specifically, but also for broader areas of adversity and child wellbeing.

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