The negative contrast effect of high school-average achievement outweighs a weaker positive assimilation (reflected glory) effect¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a longitudinal Hong Kong study, higher school-average achievement lowered ASC while higher perceived school status had a counter-balancing positive assimilation effect; the net effect was negative. → Marsh 2008

Evidence¶

Marsh 2008¶

Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., & Craven, R. G. (2008). The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research. Educ Psychol Rev. https://doi.org/10.1007/s10648-008-9075-6

q2 · i? · review · r2

Narrative review of Marsh et al. (2000), a longitudinal study of a large representative sample of Hong Kong high school students measuring pride in attending their school. The review reports the net effect of the counterbalancing influences "was clearly negative, indicating that the contrast effect was stronger than the assimilation effect."

"they also found that higher perceived school status had a counter-balancing positive effect on self-concept (an assimilation effect) that they likened to reflected glory and feelings of pride in belonging to a high-achieving school"

Discussion¶

Related Claims¶

• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — a broader claim this one bears on
• The BFLPE is domain-specific: school-average achievement affects academic self-concept but not global self-esteem or non-academic self-concept — related
• Class-average achievement and chosen upward comparisons each make substantial, unique negative contributions to math self-beliefs when modeled simultaneously — related
• A high proportion of high-performing classmates lowers sixth-graders' situational academic self-concept, an experimental BFLPE at the extreme contrast — related
• Students who perceived the class performance level as higher reported lower situational self-concept in the IVR classroom — related
• The net effect of dimensional comparisons is contested: early evidence suggested a positive net effect, but later experiments found downward and upward effects cancel out — related
• Contrast and assimilation are competing compositional processes that can operate simultaneously — possibly the same claim (merge candidate)
• No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change — related