Students of equal ability think less of their own academic ability in a school where their classmates are stronger.
Marsh and Parker reported it in 1984, and Marsh and Hau later found it in each of 26 countries in an international survey. Academic self-concept is formed by comparison with the students actually in the room, so the same child ranks herself lower among high achievers. Davis had seen the career version in 1966: graduate-school plans tracked a student's rank within his college more than the quality of the college.
In practice
- A department that hires only from the strongest programmes finds its junior staff less confident than equally able hires at a weaker rival.
- A pupil who topped her village school moves to a selective one, finishes mid-table, and decides she is not a maths person.
- Standing
- The effect on self-concept is robust; how much it changes later achievement and careers is debated. Compare the mismatch hypothesis, which makes a related claim about outcomes.
- Subject
- Learning & Education
- Essay
- What works in learning, and what schools can and cannot change