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The 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 2006
16 references·3 citing·48 second hop
The 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 2006 (2011)The negative effect of school-average abi…A new look at the big five factor structure through exploratory structural equation modeling. (2010)A new look at the big five fa…Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009)Exploratory Structural Equati…Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible Learning: A Synthesis…PISA 2006: Science Competencies for Tomorrow's World (2007)PISA 2006: Science Competenci…Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Reciprocal Effects of Self-Co…OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries (2006)OECD's Brief Self-Report Meas…Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. (2003)Big-Fish--Little-Pond effect …Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. (2003)Academic self-concept and aca…Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. (2003)Academic self-concept and aca…Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis (1998)Is More Ever Too Much? The Nu…Exploring the measurement invariance of psychological instruments: Applications in the substance use domain. (1997)Exploring the measurement inv…Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. (1997)Causal effects of academic se…Measurement Invariance, Factor Analysis and Factorial Invariance (1993)Measurement Invariance, Facto…The big-fish-little-pond effect on academic self-concept. (1987)The big-fish-little-pond effe…Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well? (1984)Determinants of student self-…Self-Concept: Validation of Construct Interpretations (1976)Self-Concept: Validation of C…Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school (2016)Confidence as motivational ex…Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures. (2015)Selective school systems and …The Big-Fish-Little-Pond Effect in Mathematics (2014)The Big-Fish-Little-Pond Effe…Statistical Theories of Mental Test Scores (1969)LISREL 7 : a guide to the program and applications (1989)Exploratory Structural Equation Modeling (2009)Applications of Item Response Theory To Practical Testing Problems (2012)Measurement invariance conventions and reporting: The state of the art and future directions for psychological research (2016)Testing measurement invariance of composites using partial least squares (2016)Essentials of Psychological Testing (1960)The antecedents of self-esteem (1965)The affective consequences of social comparison: Either direction has its ups and downs. (1990)Social comparison, social media, and self-esteem. (2014)A social comparison theory meta-analysis 60+ years on. (2017)Construct validity in psychological tests. 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(2012)Measurement Equivalence in Cross-National Research (2014)A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality (2015)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Self-Efficacy: The Exercise of Control (1999)Academic self‐concept and academic achievement: Relations and causal ordering (2010)Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)PISA 2018 Assessment and Analytical Framework (2019)Comparative fit indexes in structural models. (1990)Testing for Factorial Invariance in the Context of Construct Validation (2010)Current Methodological Considerations in Exploratory and Confirmatory Factor Analysis (2011)Introducing the Short Dark Triad (SD3) (2013)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Structural Equations with Latent Variables (1989)Structural Equations with Latent Variables. (1991)Revisiting Sample Size and Number of Parameter Estimates: Some Support for the N:q Hypothesis (2003)Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. (2003)Model fit and model selection in structural equation modeling. (2012)Alternative Ways of Assessing Model Fit (1992)Investigating population heterogeneity with factor mixture models. 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References

  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 1993Measurement Invariance, Factor Analysis and Factorial Invariance4,533 cited
  • 1976Self-Concept: Validation of Construct Interpretations4,164 cited
  • 2006Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives1,365 cited
  • 1998Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis1,307 cited
  • 1997Exploring the measurement invariance of psychological instruments: Applications in the substance use domain.1,146 cited
  • 2009Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching1,091 cited
  • 1987The big-fish-little-pond effect on academic self-concept.1,080 cited
  • 2010A new look at the big five factor structure through exploratory structural equation modeling.899 cited
  • 1984Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?815 cited
  • 2007PISA 2006: Science Competencies for Tomorrow's World765 cited
  • 2003Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools.719 cited
  • 1997Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data.

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703 cited
  • 2003Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.628 cited
  • 2003Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.607 cited
  • 2006OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries593 cited
  • Cited by

    • 2015Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures.59 cited
    • 2014The Big-Fish-Little-Pond Effect in Mathematics51 cited
    • 2016Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school43 cited