Marsh H W, Kong C K, Hau K T
Faculty of Education, University of Western Sydney, Macarthur, Australia.
J Pers Soc Psychol. 2000 Feb;78(2):337-49. doi: 10.1037//0022-3514.78.2.337.
Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contrast effect), whereas higher perceived school status had a counterbalancing positive effect on self-concept (reflected-glory, assimilation effect). The negative BFLPE is the net effect of counterbalancing influences, stronger negative contrast effects, and weaker positive assimilation effects so that controlling perceived school status led to purer--and even more negative--contrast effects. Attending a school where school-average achievement is high simultaneously resulted in a more demanding basis of comparison for one's own accomplishments (the stronger negative contrast effect) and a source of pride (the weaker positive assimilation effect).
纵向多层次路径模型（涉及7997名学生、44所高中、4年的数据）评估了在香港学校平均成绩和感知到的学校地位对学业自我概念的影响。香港具有集体主义文化，高中系统高度按成绩分层。与基于大鱼小池塘效应（BFLPE）的先验预测一致，较高的学校平均成绩导致较低的学业自我概念（对比效应），而较高的感知学校地位对自我概念有平衡的积极影响（反射荣耀、同化效应）。负面的BFLPE是平衡影响、更强的负面对比效应和较弱的积极同化效应的净效应，因此控制感知学校地位会导致更纯粹——甚至更负面——的对比效应。就读于一所学校平均成绩较高的学校，同时会导致对自己成就的比较基础要求更高（更强的负面对比效应）以及自豪感来源（较弱的积极同化效应）。
