以縱貫學業表現檢驗大魚小池效應與見賢思齊效應

宋曜廷; 黃瓅瑩; 郭念平; 曾芬蘭

doi:10.6129/CJP.2012.5403.03

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P315 - 330

社会科学 > 心理学

DOI： 10.6129/CJP

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以纵贯学业表现检验大鱼小池效应与见贤思齐效应

Examining the Big-Fish-Little-Pond and Upward Comparison Effects Using Longitudinal Learning Achievement

宋曜廷(Yao-Ting Sung) ；黄瓅莹(Li-Ying Huang) ；郭念平(Nien-Ping Kuo) ；曾芬兰(Fen-Lan Tseng)

中华心理学刊； 54 卷 3 期 (2012 / 09 / 01) ， P315 - 330

繁体中文 DOI： 10.6129/CJP.2012.5403.03

大鱼小池效应；见贤思齐效应；社会比较理论；阶层线性模式；学业成就； academic achievement ； big-fish-little-pond effect (BFLPE) ； hierarchical linear modeling (HLM) ； social comparison theory ； upward comparison effect

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摘要 │ 参考文献 (22) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

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Since tracking became a global trend, numerous countries have implemented ability grouping in elementary and middle schools. Under these circumstances, whether students should attend a standard school or a highly selective school has become a crucial issue. Previous studies investigating the big-fish-little-pond effect (BFLPE) inferred that studying at an elite school is not ideal because students with similar abilities from higher-track schools tend to have lower academic self-concept and achievements compared to their counterparts from lower-track schools. However, studies examining upward comparison effects found that students who compared themselves with academically advanced peers performed better in various academic domains, which suggests that students should attend prestigious schools. These conflicting results indicate that the impact of tracking on learning achievement remains unclear. Additionally, previous studies on both effects did not use appropriate variables to measure long-term academic achievement. This study employs two techniques based on the results of previous studies to increase current understanding of both effects: (1) Two indices for assessing longitudinal academic achievements, that is, students’ grade point average (GPA) and standardized college entrance examination, are used to investigate the BFLPE and the upward comparison effect. (2) Two methods of data analysis, that is, an overall-school analysis and an adjacent-school comparison, are used to identify differences in academic achievement among students with a similar ability comprising the lower end of a higher-track school and their counterparts from the higher end of a lower-track school. When GPA was the dependent variable, the results of the overall-school analysis and the adjacent-school comparison supported the BFLPE, but not the upward comparison effect. By contrast, when the standardized test score was the dependent variable, the results of the overall-school analysis and the adjacent-school comparison revealed an absence of both the BFLPE and the upward comparison effect. The results of this study suggest that studying at an elite school induces neither the BFLPE nor the upward comparison effect. Students of similar ability, who attended schools with different rankings, displayed no differences in their longitudinal academic achievement. Therefore, fighting to qualify for a higher-ranked school regardless of all other considerations is not required. The results of this study can be further explored in future Western studies.

参考文献 ( 22 ) 〈TOP〉

Texas Higher Education Coordinating Board. (2008, October 3). Uniform GPA calculation (UGPAC) recommendations; summary brief -- Updated October 3, 2008. Retrieved November 3, 2009, from http://www.thecb.state.tx.us/reports/pdf/1617.pdf
Blanton, H.,Buunk, B. P.,Gibbons, F. X.,Kuyper, H.(1999).When better-than-others compare upward: Choice of comparison and comparative evaluation as independent predictors of academic performance.Journal of Personality and Social Psychology,76,420-430.
Craven, R. G.,Marsh, H. W.,Print, M.(2000).Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement.Australian Journal of Education,44,51-75.
Dai, D. Y.,Rinn, A. N.(2008).The big-fish-little-pond effect: What do we know and where do we go from here?.Educational Psychology Review,20,283-317.
Festinger, L.(1954).A theory of social comparison processes.Human Relations,7,117-140.

被引用文献 ( 1 ) 〈TOP〉

吴玟秀(Wen-Hsiu Wu);曾正宜(Jeng-Yi Tzeng)(2023)。资优班生的系统性压力：落後者观点。教育研究集刊。(69:3)。81-121。

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