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The big-fish–little-pond effect (BFLPE) is a frame of reference model introduced by Herbert W. Marsh and John W. Parker in 1984. According to the model, individuals compare their own self-concept with their peers and equally capable individuals have higher self-concepts when in a less capable group than in a more capable group.
Many children who see failure as a reflection of their intelligence will even lie about their scores to strangers to preserve their self-esteem and competence, since they connect their judgments of self to their performance. Students who see the value of effort do not show such a tendency. [12] The majority of what are considered "best students ...
Refraining from tying self-esteem to success with math; Emphasizing that everyone makes mistakes in mathematics; Making math relevant; Letting students have some input into their own evaluations; Allowing for different social approaches to learning mathematics; Emphasizing the importance of original, quality thinking rather than rote ...
During school-aged years, academic achievement is a significant contributor to self-esteem development. [6] Consistently achieving success or consistently failing will have a strong effect on students' individual self-esteem. [43] However, students can also experience low self-esteem while in school.
Very high levels of core self-evaluations, a stable personality trait composed of locus of control, neuroticism, self-efficacy, and self-esteem, [43] may lead to the overconfidence effect. People who have high core self-evaluations will think positively of themselves and be confident in their own abilities, [43] although extremely high levels ...
The different attainments of student's performance – success or failure – which come from one's ability or effort have various implications on student's self-esteem and feelings. [13] Success resulted from one's high ability and capability leads to the sense of self-esteem and feeling of pride. [13]
Research suggests that high levels of emotional distress have a direct correlation to reduced academic performance and higher overall student drop-out rates. [ 2 ] [ 3 ] [ 4 ] Test anxiety can have broader consequences, negatively affecting a student's social, emotional and behavioural development, as well as their feelings about themselves and ...
When studying the link between self-esteem and positive illusions, Compton (1992) identified a group which possessed high self-esteem without positive illusions, and that these individuals weren't depressed, neurotic, psychotic, maladjusted nor personality disordered, thus concluding that positive illusions aren't necessary for high self-esteem ...