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个体因素、学校情境因素对中学生大鱼小池 效应的调节作用 ——基于PISA（2012）中国上海数据的报告

The Moderate Effect Of Individual Factors, School Contextual Factors on Big Fish Little Pond Effect: Evidence From Chinese Mainland Pisa(2012) Data

Psychology of China / 2021,3(12): 1517-1530 / 2021-12-23 778 605

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• Authors: 孔博鉴     
• Information:

  江苏理工学院，常州

• Keywords: Big fish little pond effect; Academic self-concept; Moderate effect; Social comparison 大鱼小池效应；学业自我概念；调节变量；社会比较
• Abstract: This study adopted PISA (2012) Chinese mainland students’ data and used hierarchical linear model to analysis the big fish little pond effect and its potential individual and school contextual moderator. The results were as follows: (1) the big fish little pond effect was significant, which was stronger than average; (2) intrinsic motivation, problem-solving openness significant buffered the negative effect of big fish and small pond, while anxiety significant aggravated the negative effect of big fish and small pond; (3) medium effect was found in highly selective and middle selective schools, no significant effect was found in low selective school. A strong large fish pond effect was found in fully ability grouping schools and medium effect effect was found in some ability grouping schools. Finally, future research direction and counter strategies of big fish little pond effect was proposed. 本研究采用PISA（2012）中国上海学生数据，运用分层线性模型考察中国上海中学生的大鱼小池效应以及个体因素、学校情境因素对其的调节作用。结果表明：（1）中国上海学生存在大鱼小池效应，程度较强，与世界其他地区相比处于中等偏上水平，10 年级学生比9 年级学生的程度更强；（2）内在动机、解决问题的开放程度能够削弱大鱼小池效应，焦虑则会加剧大鱼小池效应；（3）高选择性和中等选择性学校存在中等程度的大鱼小池效应，低选择性的学校没有出现该效应，完全分班的学校存在强烈的大鱼小池效应，不完全分班的学校存在中等程度的大鱼小池效应。最后，本文对大鱼小池的应对策略以及该领域研究进展提出了建议。
• DOI: https://doi.org/10.35534/pc.0312173
• Cite: 孔博鉴．个体因素、学校情境因素对中学生大鱼小池效应的调节作用—基于PISA（2012）中国上海数据的报告［J］．中国心理学前沿，2021，3（12）：1517-1530．