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Cited by

• 2005Pupils' liking for school: Ability grouping, self‐concept and perceptions of teaching107 cited
• 2011Self-esteem and academic achievement: a comparative study of adolescent students in England and the United States104 cited
• 2006The effects of selective schooling and self‐concept on adolescents' academic aspiration: An examination of Dweck's self‐theory100 cited
• 2014Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Students88 cited
• 2002The Pivotal Role of Frames of Reference in Academic Self-Concept Formation: The “Big Fish–Little Pond” Effect87 cited
• 2009Study Involvement of Academic and Vocational Students: Does Between-School Tracking Sharpen the Difference?85 cited
• 2005Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes83 cited
• 2012The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming78 cited
• 2011Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching66 cited
• 2007Secondary school pupils' satisfaction with their ability grouping placements64 cited
• 2011The 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 200653 cited
• 2014The Big-Fish-Little-Pond Effect in Mathematics51 cited