CAJ | 학술논문

大鱼小池效应（Big Fish Little Pond Effect）是解释不同教育情境中学生自我概念水平的一个特定概念，Marsh将其定义为：能力同等的学生，在平均成绩较高的学校或班级里的学业自我概念较低，而在平均成绩较低的学校或班级则学业自我概念会较高。大鱼小池效应包括学生采用概括他人和特定他人的比较标准所分别产生的同化效应和对比效应，社会比较对学业自我概念的形成具有特定影响。大鱼小池效应的未来研究可以从研究方法的改进、调节变量的控制和跨文化比较等方面拓展。
대어소지효응（Big Fish Little Pond Effect）시해석불동교육정경중학생자아개념수평적일개특정개념，Marsh장기정의위：능력동등적학생，재평균성적교고적학교혹반급리적학업자아개념교저，이재평균성적교저적학교혹반급칙학업자아개념회교고。대어소지효응포괄학생채용개괄타인화특정타인적비교표준소분별산생적동화효응화대비효응，사회비교대학업자아개념적형성구유특정영향。대어소지효응적미래연구가이종연구방법적개진、조절변량적공제화과문화비교등방면탁전。
The Big Fish Little Pond Effect （BFLPE） is a specific phenomenon, which is based upon the social comparison theory of educational and social psychological research. The definition of BFLPE given by Marsh （1986） refers to the fact that students in highability classes and schools have lower academic self-esteem than their equally able counterparts in lower-ability classes and schools. BFLPE refers to assimilation effect and contrast effect caused by students＂ different reference of social comparison-generalized others （ class or school average ability） and specific others （ target comparison classmate）. Some previous studies demonstrate that either up- ward social comparison or downward social comparison can arouse assimilation effect, contrast effect or both. It is the standard of com- parison rather than the direction of comparisons that influences negative academic self-esteem. In BFLPE research, students are presumed to use a generalized other as an implicit comparison target. This generalized other is enforced as the mean performance level of other students in make the same class or school. But in social comparison research, participants focus on a special comparison target, in which the participants make their own choice. Therefore, imposed vs. self-engendered social comparison activates different sources of social comparison information. As we all know, choosing a good student as a role model is inspiring and can improve academic performance later. But it has no effect on one＇s academic self-esteem. However, it is quite a different story to use the perceived relative standing in a class as a comparison target in BFLPE research. The selective accessibility model is chosen to clarify the role of social comparison in the Big-Fish-Little-Pond. This means that teachers should guide students to compare the similarity to comparison targets, no matter how excellent they are. And teachers should make students compare different stages of their own performance as much as possible. Although many studies have been done on BFLPE, their limitations still exist. For instance, whether social comparison leads to contrast or assimilation effects depends on the extent of self-involvement. Activating the social self （＂we＂） is more likely to cause assimilation effects, and activating the personal self （＂I＂） is more likely to cause contrast effect. Likewise, the independent self construal leads to lower self-evaluation under upward comparison, but interdependent self construal reduces the contrast effect. And there is no difference in self evaluative consequences between upward and downward comparison. In the end, future research of BFLPE should focus on early childhood education, perfection of methods, control of potential moderations （ contextual, developmental, and individual differences）, and cross-cultural studies.