Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: Counterbalancing contrast and reflected-glory effects in Hong Kong schools

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 yea rs) evaluated effects of school-average achievement and perceived school st atus on academic self-concept in Hong Kong, which has a collectivist cultur e with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), high er school-average achievements led to lower academic self-concepts (contras t effect), whereas higher perceived school status had a counterbalancing po sitive effect on self-concept (reflected-glory, assimilation effect). The n egative BFLPE is the net effect of counterbalancing influences, stronger ne gative contrast effects, and weaker positive assimilation effects so that c ontrolling perceived school status led to purer-and even more negative cont rast effects. Attending a school where school-average achievement is high s imultaneously resulted in a more demanding basis of comparison for one's ow n accomplishments (the stronger negative contrast effect) and a source of p ride (the weaker positive assimilation effect).