M
Marjorie Seaton
Researcher at Australian Catholic University
Publications - 33
Citations - 1655
Marjorie Seaton is an academic researcher from Australian Catholic University. The author has contributed to research in topics: Social comparison theory & Personality. The author has an hindex of 16, co-authored 33 publications receiving 1324 citations. Previous affiliations of Marjorie Seaton include University of Sydney & University of Western Sydney.
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Journal ArticleDOI
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research
Herbert W. Marsh,Marjorie Seaton,Ulrich Trautwein,Oliver Lüdtke,Kit-Tai Hau,Alison J O'Mara,Rhonda Craven +6 more
TL;DR: The Big-Fish-Little-Pond Effect (BFLPE) as mentioned in this paper predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending school where the school-average ability is low.
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Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect across 41 Culturally and Economically Diverse Countries.
TL;DR: In this paper, the authors used the Program for International Student Assessment database (Organisation for Economic Co-operation and Development, 2005a, 2005b) to assess the BFLPE in 41 culturally and economically diverse countries.
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Clarifying the role of social comparison in the big-fish-little-pond effect (BFLPE): an integrative study.
Pascal Huguet,Florence Dumas,Herbert W. Marsh,Isabelle Régner,Ladd Wheeler,Jerry Suls,Marjorie Seaton,John B. Nezlek +7 more
TL;DR: The present study comprises the first evidence that the BFLPE is eliminated after controlling for students' invidious comparisons with their class and coexists with the assimilative and contrastive effects of upward social comparison choices on academic self-concept.
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Big-Fish-Little-Pond Effect Generalizability and Moderation—Two Sides of the Same Coin
TL;DR: This article evaluated the generalizability and robustness of the big-fish-little-pond effect across 16 individual student characteristics, including academic self-regulation based on a theoretical framework proposed by Zimmerman and socioeconomic status.
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The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success
TL;DR: This paper found no evidence of reciprocal relations between a mastery approach goal orientation and academic self-concept with achievement, and little evidence supporting a similar relation between achievement goal orientations and achievement.