Social Comparisons in the Classroom: Does Personality Moderate the Big-Fish-Little-Pond Effect?

• In Event: Poster Session 17
  In Poster Session: Social Influences on Learning

Abstract

Equally able students have lower academic self-concepts when attending high-achieving classrooms than when attending low-achieving classrooms. This highly general and robust reference group effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating students’ personality (Big Five traits, narcissism, and social anxiety). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a sample of N = 4,973 upper secondary track students (M age = 19.57). Consistent with predictions, students high in narcissism experienced smaller BFLPEs than their classmates whereas extraversion acted in the opposite direction. The study illustrates how personality differences can affect students’ perceptions of the classroom environment.

Authors

• Michael Becker, University of Potsdam

• Herbert W. Marsh, University of Western Sydney

• Oliver Lüdtke, Humboldt University

• Ulrich Trautwein, Universitat Tubingen