Contrast and Assimilation Effects on Task Interest in an Academic Learning Task
Main Article Content
Abstract
Information on social comparison is one of the major factors used to evaluate academic achievement. The presence of Big-Fish-Little-Pond (BFLP) and Basking-In-Reflected-Glory (BIRG) effects of academic achievement on the self-concept have been extensively researched in various observational studies. Recent research suggests that these effects can also be transferred to motivational variables such as task interest. This paper uses an experimental paradigm to take a closer look at the mechanisms expected to be behind BFLP and BIRG effects: contrast and assimilation effects of task performance. The analyses are based on N = 129 primary education students who completed a computer-based learning task. During this task, participants received social comparative feedback that was experimentally manipulated based on 2x2 conditions: social position (high vs. low) and peer performance (high vs. low). Task interest was measured both before the start of the learning task and after it was finished. Results indicate a positive influence of high social position and high peer performance on the development of task interest from pre- to post-test compared to the low social position and peer performance conditions. Further, the hypothesized positive association between self-concept, task interest and performance in the academic learning task could also be shown.
Article Details
How to Cite
Bosch, J., & Wilbert, J. (2017). Contrast and Assimilation Effects on Task Interest in an Academic Learning Task. Frontline Learning Research, 5(2), 60–77. https://doi.org/10.14786/flr.v5i2.292
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References
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
Bless, H., & Schwarz, N. (2010). Mental construal and the emergence of assimilation and contrast effects: The inclusion/exclusion model. Advances in experimental social psychology, 42, 319-373. https://dx.doi.org/10.1016/S0065-2601(10)42006-7
Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62(6), 934–943. https://doi.org/10.1037/0022-3514.62.6.934
Chiu, M.-S. (2012). The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science. Journal of Educational Psychology, 104(1), 87–107. https://doi.org/10.1037/a0025734
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Denissen, J. J. A., Zarrett, N. R., & Eccles, J. S. (2007). I Like to Do It, I’m Able, and I Know I Am: Longitudinal Couplings Between Domain-Specific Achievement, Self-Concept, and Interest. Child Development, 78(2), 430–447. https://doi.org/10.1111/j.1467-8624.2007.01007.x
Dickhäuser, O., & Galfe, E. (2004). Besser als ..., schlechter als ... Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36(1), 1–9. https://doi.org/10.1026/0049-8637.36.1.1
Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning. Learning and Individual Differences, 38, 107–114. https://doi.org/10.1016/j.lindif.2015.01.007
Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress & Coping, 21(2), 185–198. https://doi.org/10.1080/10615800701628827
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124–136. https://doi.org/10.1037/0022-0663.95.1.124
Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. https://doi.org/10.1080/01443410.2013.785384
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505–528. https://doi.org/10.1016/j.jsp.2011.07.001
Huguet, P., Dumas, F., Marsh, H., Régner, I., Wheeler, L., Suls, J., … Nezlek, J. (2009). Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study. Journal of Personality and Social Psychology, 97(1), 156–170. https://doi.org/10.1037/a0015558
Jansen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13–24. https://doi.org/10.1016/j.cedpsych.2014.11.002
Jonkmann, K., Becker, M., Marsh, H. W., Lüdtke, O., & Trautwein, U. (2012). Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-concept. Learning and Individual Differences, 22(6), 736–746. https://doi.org/10.1016/j.lindif.2012.07.020
Köller, O., Schnabel, K. U., & Baumert, J. (2000). Der Einfluß der Leistungsstärke von Schulen auf das fachspezifische Selbstkonzept der Begabung und das Interesse. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 32(2), 70–80. https://doi.org/10.1026//0049-8637.32.2.70
Lüdtke, O., Köller, O., Marsh, H. W., & Trautwein, U. (2005). Teacher frame of reference and the big-fish–little-pond effect. Contemporary Educational Psychology, 30(3), 263–285. https://doi.org/10.1016/j.cedpsych.2004.10.002
Magee, L. (1990). R 2 Measures Based on Wald and Likelihood Ratio Joint Significance Tests. The American Statistician, 44(3), 250. https://doi.org/10.2307/2685352
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280–295. https://doi.org/10.1037/0022-0663.79.3.280
Marsh, H. W. (1991). Failure of High-Ability High Schools to Deliver Academic Benefits Commensurate with Their Students’ Ability Levels. American Educational Research Journal, 28(2), 445. https://doi.org/10.2307/1162948
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(5), 364–376. https://doi.org/10.1037/0003-066X.58.5.364
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 Personality and Social Psychology, 78(2), 337–349. https://doi.org/10.1037//0022-3514.78.2.337
Marsh, H. W., & O’Mara, A. J. (2010). Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes: Direct and Indirect Effects of the Big-Fish-Little-Pond Effect. Zeitschrift für Pädagogische Psychologie, 24(1), 51–72. https://doi.org/10.1024/1010-0652/a000004
Marsh, H. W., & Parker, J. W. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology, 47(1), 213–231. https://doi.org/10.1037/0022-3514.47.1.213
Marsh, H. W., & Shavelson, R. (1985). Self-Concept: Its Multifaceted, Hierarchical Structure. Educational Psychologist, 20(3), 107–123. https://doi.org/10.1207/s15326985ep2003_1
Marsh, H. W., Trautwein, U., Lüdtke, O., & Köller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100(3), 510–524. https://doi.org/10.1037/0022-0663.100.3.510
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering. Child Development, 76(2), 397–416. https://doi.org/10.1111/j.1467-8624.2005.00853.x
Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. W. (2011). The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations Between Academic Achievement and Self-Concept. American Educational Research Journal, 48(6), 1315–1346. https://doi.org/10.3102/0002831211419649
Mulkey, L. M., Catsambis, S., Steelman, L. C., & Crain, R. L. (2005). The long-term effects of ability grouping in mathematics: A national investigation. Social Psychology of Education, 8(2), 137–177. https://doi.org/10.1007/s11218-005-4014-6
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(5), 629–656. https://doi.org/10.1080/01443410.2011.586416
Nakagawa, S., & Schielzeth, H. (2013). A general and simple method for obtaining R2 from generalized linear mixed-effects models. Methods in Ecology and Evolution, 4(2), 133–142. https://doi.org/10.1111/j.2041-210x.2012.00261.x
Pohlmann, B., & Möller, J. (2006). Vergleichseffekte auf kognitive, affektive und motivationale Variablen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38(2), 79–87. https://doi.org/10.1026/0049-8637.38.2.79
Preckel, F., & Brüll, M. (2010). The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept. Learning and Individual Differences, 20(5), 522–531. https://doi.org/10.1016/j.lindif.2009.12.007
Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2001). FAM: Ein Fragebogen zur Erfassung aktuller Motivation in Lern- und Leistungssituationen. Diagnostica, 47(2), 57–66. https://doi.org/10.1026//0012-1924.47.2.57
Schiefele, U. (1992). Topic Interest and Leveles of Text Comprehension. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 151–182). Hillsdale, N.J: L. Erlbaum Associates.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a Predictor of Academic Achievement: A Meta-Analysis of Research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 183–212). Hillsdale, N.J: L. Erlbaum Associates.
Schurtz, I. 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 and Instruction, 34, 32–41. https://doi.org/10.1016/j.learninstruc.2014.08.001
Schwarz, N., & Bless, H. (1992). Constructing reality and its alternatives: Assimilation and contrast effects in social judgment. In L. L. Martin & A. Tesser (Eds.), The construction of social judgments (pp. 217–245). Hillsdale, N.J: Lawrence Erlbaum Associates.
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(2), 403–419. https://doi.org/10.1037/a0013838
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-Concept: Validation of Construct Interpretations. Review of Educational Research, 46(3), 407. https://doi.org/10.2307/1170010
Strang, L., Smith, M. D., & Rogers, C. M. (1978). Social comparison, multiple reference groups, and the self-concepts of academically handicapped children before and after mainstreaming. Journal of Educational Psychology, 70(4), 487–497.
Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology, 98(4), 788–806. https://doi.org/10.1037/0022-0663.98.4.788
Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101(4), 853–866. https://doi.org/10.1037/a0016306
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review. Educational Psychologist, 39(2), 111–133. https://doi.org/10.1207/s15326985ep3902_3
van Kraayenoord, C. E., & Schneider, W. E. (1999). Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4. European Journal of Psychology of Education, 14(3), 305–324. https://doi.org/10.1007/BF03173117
Wang, Z. (2015). Examining big-fish-little-pond-effects across 49 countries: a multilevel latent variable modelling approach. Educational Psychology, 35(2), 228–251. https://doi.org/10.1080/01443410.2013.827155
Wilbert, J., Grosche, M., & Gerdes, H. (2010). Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment. Learning and Disabilities: A Contemporary Journal, 8(2), 43–52.
Wouters, S., De Fraine, B., Colpin, H., Van Damme, J., & Verschueren, K. (2012). The effect of track changes on the development of academic self-concept in high school: A dynamic test of the big-fish–little-pond effect. Journal of Educational Psychology, 104(3), 793–805. https://doi.org/10.1037/a0027732
Zeidner, M., & Schleyer, E. J. (1999). The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children. Contemporary Educational Psychology, 24(4), 305–329. https://doi.org/10.1006/ceps.1998.0985
Bless, H., & Schwarz, N. (2010). Mental construal and the emergence of assimilation and contrast effects: The inclusion/exclusion model. Advances in experimental social psychology, 42, 319-373. https://dx.doi.org/10.1016/S0065-2601(10)42006-7
Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62(6), 934–943. https://doi.org/10.1037/0022-3514.62.6.934
Chiu, M.-S. (2012). The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science. Journal of Educational Psychology, 104(1), 87–107. https://doi.org/10.1037/a0025734
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Denissen, J. J. A., Zarrett, N. R., & Eccles, J. S. (2007). I Like to Do It, I’m Able, and I Know I Am: Longitudinal Couplings Between Domain-Specific Achievement, Self-Concept, and Interest. Child Development, 78(2), 430–447. https://doi.org/10.1111/j.1467-8624.2007.01007.x
Dickhäuser, O., & Galfe, E. (2004). Besser als ..., schlechter als ... Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36(1), 1–9. https://doi.org/10.1026/0049-8637.36.1.1
Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning. Learning and Individual Differences, 38, 107–114. https://doi.org/10.1016/j.lindif.2015.01.007
Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress & Coping, 21(2), 185–198. https://doi.org/10.1080/10615800701628827
Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95(1), 124–136. https://doi.org/10.1037/0022-0663.95.1.124
Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. https://doi.org/10.1080/01443410.2013.785384
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505–528. https://doi.org/10.1016/j.jsp.2011.07.001
Huguet, P., Dumas, F., Marsh, H., Régner, I., Wheeler, L., Suls, J., … Nezlek, J. (2009). Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study. Journal of Personality and Social Psychology, 97(1), 156–170. https://doi.org/10.1037/a0015558
Jansen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13–24. https://doi.org/10.1016/j.cedpsych.2014.11.002
Jonkmann, K., Becker, M., Marsh, H. W., Lüdtke, O., & Trautwein, U. (2012). Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-concept. Learning and Individual Differences, 22(6), 736–746. https://doi.org/10.1016/j.lindif.2012.07.020
Köller, O., Schnabel, K. U., & Baumert, J. (2000). Der Einfluß der Leistungsstärke von Schulen auf das fachspezifische Selbstkonzept der Begabung und das Interesse. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 32(2), 70–80. https://doi.org/10.1026//0049-8637.32.2.70
Lüdtke, O., Köller, O., Marsh, H. W., & Trautwein, U. (2005). Teacher frame of reference and the big-fish–little-pond effect. Contemporary Educational Psychology, 30(3), 263–285. https://doi.org/10.1016/j.cedpsych.2004.10.002
Magee, L. (1990). R 2 Measures Based on Wald and Likelihood Ratio Joint Significance Tests. The American Statistician, 44(3), 250. https://doi.org/10.2307/2685352
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280–295. https://doi.org/10.1037/0022-0663.79.3.280
Marsh, H. W. (1991). Failure of High-Ability High Schools to Deliver Academic Benefits Commensurate with Their Students’ Ability Levels. American Educational Research Journal, 28(2), 445. https://doi.org/10.2307/1162948
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(5), 364–376. https://doi.org/10.1037/0003-066X.58.5.364
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 Personality and Social Psychology, 78(2), 337–349. https://doi.org/10.1037//0022-3514.78.2.337
Marsh, H. W., & O’Mara, A. J. (2010). Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes: Direct and Indirect Effects of the Big-Fish-Little-Pond Effect. Zeitschrift für Pädagogische Psychologie, 24(1), 51–72. https://doi.org/10.1024/1010-0652/a000004
Marsh, H. W., & Parker, J. W. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology, 47(1), 213–231. https://doi.org/10.1037/0022-3514.47.1.213
Marsh, H. W., & Shavelson, R. (1985). Self-Concept: Its Multifaceted, Hierarchical Structure. Educational Psychologist, 20(3), 107–123. https://doi.org/10.1207/s15326985ep2003_1
Marsh, H. W., Trautwein, U., Lüdtke, O., & Köller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100(3), 510–524. https://doi.org/10.1037/0022-0663.100.3.510
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering. Child Development, 76(2), 397–416. https://doi.org/10.1111/j.1467-8624.2005.00853.x
Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. W. (2011). The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations Between Academic Achievement and Self-Concept. American Educational Research Journal, 48(6), 1315–1346. https://doi.org/10.3102/0002831211419649
Mulkey, L. M., Catsambis, S., Steelman, L. C., & Crain, R. L. (2005). The long-term effects of ability grouping in mathematics: A national investigation. Social Psychology of Education, 8(2), 137–177. https://doi.org/10.1007/s11218-005-4014-6
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(5), 629–656. https://doi.org/10.1080/01443410.2011.586416
Nakagawa, S., & Schielzeth, H. (2013). A general and simple method for obtaining R2 from generalized linear mixed-effects models. Methods in Ecology and Evolution, 4(2), 133–142. https://doi.org/10.1111/j.2041-210x.2012.00261.x
Pohlmann, B., & Möller, J. (2006). Vergleichseffekte auf kognitive, affektive und motivationale Variablen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 38(2), 79–87. https://doi.org/10.1026/0049-8637.38.2.79
Preckel, F., & Brüll, M. (2010). The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept. Learning and Individual Differences, 20(5), 522–531. https://doi.org/10.1016/j.lindif.2009.12.007
Rheinberg, F., Vollmeyer, R., & Burns, B. D. (2001). FAM: Ein Fragebogen zur Erfassung aktuller Motivation in Lern- und Leistungssituationen. Diagnostica, 47(2), 57–66. https://doi.org/10.1026//0012-1924.47.2.57
Schiefele, U. (1992). Topic Interest and Leveles of Text Comprehension. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 151–182). Hillsdale, N.J: L. Erlbaum Associates.
Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a Predictor of Academic Achievement: A Meta-Analysis of Research. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The Role of Interest in Learning and Development (pp. 183–212). Hillsdale, N.J: L. Erlbaum Associates.
Schurtz, I. 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 and Instruction, 34, 32–41. https://doi.org/10.1016/j.learninstruc.2014.08.001
Schwarz, N., & Bless, H. (1992). Constructing reality and its alternatives: Assimilation and contrast effects in social judgment. In L. L. Martin & A. Tesser (Eds.), The construction of social judgments (pp. 217–245). Hillsdale, N.J: Lawrence Erlbaum Associates.
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(2), 403–419. https://doi.org/10.1037/a0013838
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-Concept: Validation of Construct Interpretations. Review of Educational Research, 46(3), 407. https://doi.org/10.2307/1170010
Strang, L., Smith, M. D., & Rogers, C. M. (1978). Social comparison, multiple reference groups, and the self-concepts of academically handicapped children before and after mainstreaming. Journal of Educational Psychology, 70(4), 487–497.
Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology, 98(4), 788–806. https://doi.org/10.1037/0022-0663.98.4.788
Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101(4), 853–866. https://doi.org/10.1037/a0016306
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review. Educational Psychologist, 39(2), 111–133. https://doi.org/10.1207/s15326985ep3902_3
van Kraayenoord, C. E., & Schneider, W. E. (1999). Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4. European Journal of Psychology of Education, 14(3), 305–324. https://doi.org/10.1007/BF03173117
Wang, Z. (2015). Examining big-fish-little-pond-effects across 49 countries: a multilevel latent variable modelling approach. Educational Psychology, 35(2), 228–251. https://doi.org/10.1080/01443410.2013.827155
Wilbert, J., Grosche, M., & Gerdes, H. (2010). Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment. Learning and Disabilities: A Contemporary Journal, 8(2), 43–52.
Wouters, S., De Fraine, B., Colpin, H., Van Damme, J., & Verschueren, K. (2012). The effect of track changes on the development of academic self-concept in high school: A dynamic test of the big-fish–little-pond effect. Journal of Educational Psychology, 104(3), 793–805. https://doi.org/10.1037/a0027732
Zeidner, M., & Schleyer, E. J. (1999). The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children. Contemporary Educational Psychology, 24(4), 305–329. https://doi.org/10.1006/ceps.1998.0985