Standard

Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-concepts. / Wolff, Fabian; Lüdtke, Oliver; Helm, Friederike; Möller, Jens.

In: Contemporary Educational Psychology, Vol. 65, 101952, 01.04.2021.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

APA

Vancouver

Author

BibTeX

@article{d12d322d46824e9cb4873094008c5f6a,
title = "Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students{\textquoteright} individual and collective academic self-concepts",
abstract = "The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students{\textquoteright} collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students{\textquoteright} math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students{\textquoteright} collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students{\textquoteright} self-concept formation.",
keywords = "Methodological research and method development, Academic self-concept, BFLPE, BIRGE, Comparison processes, I/E model",
author = "Fabian Wolff and Oliver L{\"u}dtke and Friederike Helm and Jens M{\"o}ller",
year = "2021",
month = apr,
day = "1",
doi = "10.1016/j.cedpsych.2021.101952",
language = "English",
volume = "65",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-concepts

AU - Wolff, Fabian

AU - Lüdtke, Oliver

AU - Helm, Friederike

AU - Möller, Jens

PY - 2021/4/1

Y1 - 2021/4/1

N2 - The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students’ math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students’ collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students’ self-concept formation.

AB - The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students’ math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students’ collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students’ self-concept formation.

KW - Methodological research and method development

KW - Academic self-concept

KW - BFLPE

KW - BIRGE

KW - Comparison processes

KW - I/E model

U2 - 10.1016/j.cedpsych.2021.101952

DO - 10.1016/j.cedpsych.2021.101952

M3 - Journal article

VL - 65

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

M1 - 101952

ER -

ID: 1591155