Positive Self-beliefs Research Articles

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.

Associations between insecurity and stress among Chinese university students: The mediating effects of hope and self-efficacy

BackgroundIn the context of the pandemic, exploration on the association between insecurity and stress among university students is limited. The current study aims to investigate the parallel mediation role of hope and self-efficacy in the relationship between insecurity and stress among university students during the COVID-19 pandemic. MethodsWe employed a cross-sectional research design in a university by distributing questionnaires online. 5286 participants were recruited (mean age = 19.65; SD = 1.13). Items were from the Security Questionnaire, Depression Anxiety and Stress Scale-21, and the Positive Psychology Capital (Psycap) Questionnaire (PPQ). Parallel mediation analysis was performed using PROCESS macro in SPSS. ResultsThe results indicate that insecurity predicted students’ stress positively and that students with high-level perceived insecurity are more likely to perceive stress. Moreover, hope and self-efficacy mediated the relationship between insecurity and stress, indicating that hope and self-efficacy could buffer the negative effects of insecurity on stress. LimitationsThis study examines the mediating model between insecurity and stress among Chinese university students. The generalizability of the findings in other regions remains to be explored. Additionally, the roles of other positive self-beliefs including optimism and resilience in relieving stress can be further explored in future research. ConclusionsThis research provides direct evidence of insecurity effects on stress among university students, enriching relevant theories in the field of stress. Moreover, this research suggests that enhancing positive self-beliefs such as hope, and self-efficacy helps to relieve students’ stress during COVID-19.

An exploration of strength use and its relationship with life satisfaction, positive self-beliefs and paranoid ideation

Paranoid ideation is often preceded by negative interactions impacting on peoples’ sense of self and wellbeing. The National Health Service in the United Kingdom is promoting wellbeing but there is a paucity of research. The authentic happiness theory and a strength intervention were drawn upon in a preliminary investigation of the relationships between strength-use, wellbeing and paranoia. In a cross-sectional study, students (N=531) completed measures of strength-use, wellbeing, self-beliefs and paranoia. Pearson’s correlations, hierarchical multiple regression analysis, moderation analysis and mediation analysis were used to analyse the data. Strength-use was positively associated with life satisfaction and positive self-beliefs. There was a negative correlation between life satisfaction and paranoia, and higher positive self-beliefs were associated with lower paranoia. Paranoid ideation significantly predicted lower life satisfaction after controlling other symptoms of psychosis. Strength-use moderated the relationship between paranoia and life satisfaction. As hypothesised life satisfaction and positive self-beliefs mediated the relationship between strength-use and paranoia. The findings support delivering strength-use interventions to harness clients’ wellbeing.

Perceived Parental Support and Adolescents' Positive Self-Beliefs and Levels of Distress Across Four Countries.

Previous research has shown that parental support has beneficial effects on the psychological well-being of adolescents. Going beyond prior research, the present study made distinctions between information, emotional, and financial parental support and examined adolescents from United States (N = 1,002), China (N = 1,172), South Korea (N = 3,993), and Japan (N = 1,112). The frequency and impact of different types of perceived parental support on adolescents’ positive self-belief and distress levels have been investigated. Consistent with the existing literature, the results showed American adolescents perceived greater emotional and informational support than others, while Chinese, Korean, and Japanese adolescents perceived greater tangible support compared to American adolescents. Notably, Chinese adolescents reported higher levels of parental support than other East Asian adolescents. The perceived parental support influenced positive self-beliefs equally across cultural groups, but informational support impacted distress to a greater degree for American adolescents than East Asian adolescents. The implications of the present research are discussed.

Growing Together-Effects of a school-based intervention promoting positive self-beliefs and social integration in recently immigrated children.

We present a school-based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self-beliefs and perception of equal status. In a quasi-experimental control-group design (N = 318), we compared the 30 children (12 RI) who participated in our intervention between pre-test and post-test with a reference group. Self-beliefs were measured via self-reports, social integration via sociometric peer-nominations. The reference group (n = 288 children) included all children who did not participate in the intervention between pre-test and post-test: (a) 12 children (7 RI) of a waiting control group and (b) all classmates of both the students of the intervention and the waiting control group. Post-test self-beliefs were more positive in children having participated in the intervention. The intervention did not affect social integration: Neither the number of classmates nominating a student nor the number of peers the respective student nominated increased. Possibly, the intervention initiated self-reinforcing processes which support social integration over longer time periods.

Treatable clinical intervention targets for patients with schizophrenia

BackgroundTreatment approaches for patients with psychosis need major improvement. Our approach to improvement is twofold: target putative causal mechanisms for psychotic experiences that are treatable and also that patients wish treated. This leads to greater treatment engagement and clinical benefit. To inform mental health service provision we assessed the presence of treatable causal mechanisms and patient treatment preferences. MethodsPatients with non-affective psychosis attending NHS mental health services completed assessments of paranoia, hallucinations, anxious avoidance, worry, self-esteem, insomnia, analytic reasoning, psychological well-being, and treatment preferences. Results1809 patients participated. Severe paranoia was present in 53.4% and frequent voices in 48.2%. Of the causal mechanisms, severe worry was present in 67.7%, avoidance at agoraphobic levels in 64.5%, analytic reasoning difficulties in 55.9%, insomnia in 50.1%, poor psychological well-being in 44.3%, strongly negative self-beliefs in 36.6%, and weak positive self-beliefs in 19.2%. Treatment target preferences were: feeling happier (63.2%), worrying less (63.1%), increasing self-confidence (62.1%), increasing activities (59.6%), improving decision-making (56.5%), feeling safer (53.0%), sleeping better (52.3%), and coping with voices (45.3%). Patients with current paranoia and/or hallucinations had higher levels of the causal factors and of wanting these difficulties treated. ConclusionsPatients with non-affective psychosis have high levels of treatable problems such as agoraphobic avoidance, worry, low self-esteem, and insomnia and they would like these difficulties treated. Successful treatment of these difficulties is also likely to decrease psychotic experiences such as paranoia.

Negative and positive self-thoughts predict subjective quality of life in people with schizophrenia.

PurposeRecently, cognitive variables such as negative and positive self-belief and thoughts have attracted much attention because they are associated with functional outcomes and quality of life (QOL). However, it is unclear how cognitive variables affect subjective and objective QOL. This study aimed to investigate the relationship of negative and positive self-belief and thoughts with subjective and objective QOL.Participants and methodsThirty-six people with schizophrenia participated in this study. Subjective and objective QOL were assessed with the Schizophrenia Quality of Life Scale (SQLS) and Quality of Life Scale (QLS), respectively. Neurocognitive function was assessed with the Brief Assessment of Cognition in Schizophrenia (BACS). Clinical symptoms were assessed with the Positive and Negative Syndrome Scale and Calgary Depression Scale for Schizophrenia. Side effects were assessed with the Drug-induced Extrapyramidal Symptoms Scale (DIEPSS). Negative and positive self-belief and thoughts were assessed with the Defeatist Performance Belief Scale and Automatic Thoughts Questionnaire-Revised. A generalized linear model was tested, with subjective and objective QOL as the response variable and symptoms, neurocognitive function, and cognitive variables that were significantly correlated with subjective and objective QOL as explanatory variables.ResultsIn the schizophrenia group, the common objects score on the QLS was predicted by the composite BACS score, and the total QLS score was predicted by the DIEPSS score. Motivation and Energy, Psychosocial, and Symptoms and Side effects scores on the SQLS were predicted by depression and by negative automatic thought (NAT) and positive automatic thought (PAT).ConclusionOur results indicated that key targets for improving objective and subjective QOL in people with schizophrenia are side effects, neurocognitive function, depression, and NAT and PAT.

Mindfulness and the Evaluative Organization of Self-Knowledge

Individuals differ in the degree to which they organize self-knowledge according to its evaluative meaning. Evaluative self-organization can range from complete compartmentalization of positive and negative self-beliefs to complete integration of these self-beliefs. While much research has focused on how evaluative self-organization is related to well-being, relatively little is known about how it is related to individual difference variables. Compartmentalization has been suggested to reflect defensive avoidance of negative self-beliefs. Based on findings showing that mindfulness reduces defensiveness, the current research examined whether greater mindfulness is related to lower levels of compartmentalization. Participants of two studies (Noverall = 164; 129 female) completed measures of trait mindfulness and a self-description task assessing evaluative self-organization. To test causality, participants of study 2 further completed either a mindfulness exercise or a control exercise before completing the self-description task. Results of both studies showed that trait mindfulness was negatively associated with the tendency to compartmentalize self-knowledge. Both studies also found that trait mindfulness was inversely associated with self-concept negativity; specifically, greater mindfulness was associated with fewer negative self-beliefs, but it was unrelated to the number of positive self-beliefs. Going beyond trait mindfulness, study 2 further found that participants who completed the mindfulness exercise demonstrated less compartmentalization than participants who completed the control exercise. Mindfulness meditation had no effect on the relative amount of participants’ negative self-beliefs. Results are consistent with the assumption that compartmentalization may reflect a form of defensive avoidance and that mindfulness has the potential to reduce compartmentalization.

Direct and indirect associations between dysfunctional attitudes, self-stigma, hopefulness and social inclusion in young people experiencing psychosis

ObjectiveSocial inclusion and vocational activity are central to personal recovery for young people with psychosis. Studies with people experiencing long term psychosis suggest negative self-beliefs are important, but less is known about whether this association is present for young service users or about the potential influence of positive self-beliefs such as hopefulness. The aim of the current paper was to investigate the direct and indirect associations between dysfunctional attitudes, self-stigma, hopefulness, social inclusion and vocational activity for young people with psychosis. MethodA 5-month longitudinal study was conducted with young psychosis service users. Measures of dysfunctional attitudes and self-stigma and vocational activity were obtained at baseline. Measures of hopefulness, social inclusion and vocational activity were obtained at follow-up. ResultsHopefulness mediates the associations between self-stigma, social inclusion and vocational activity. Self-stigma may have a greater influence on social inclusion with age. Dysfunctional attitudes do not significantly predict social inclusion or change in vocational activity status. ConclusionFindings suggest that the impact of self-stigma may extend beyond social and occupational withdrawal and undermine subjective community belonging. Findings encourage an increased emphasis on facilitating hopefulness for young people who experience psychosis.

The Illusion of Moral Superiority

Most people strongly believe they are just, virtuous, and moral; yet regard the average person as distinctly less so. This invites accusations of irrationality in moral judgment and perception—but direct evidence of irrationality is absent. Here, we quantify this irrationality and compare it against the irrationality in other domains of positive self-evaluation. Participants (N = 270) judged themselves and the average person on traits reflecting the core dimensions of social perception: morality, agency, and sociability. Adapting new methods, we reveal that virtually all individuals irrationally inflated their moral qualities, and the absolute and relative magnitude of this irrationality was greater than that in the other domains of positive self-evaluation. Inconsistent with prevailing theories of overly positive self-belief, irrational moral superiority was not associated with self-esteem. Taken together, these findings suggest that moral superiority is a uniquely strong and prevalent form of “positive illusion,” but the underlying function remains unknown.

The role of choice provision in academic dishonesty

This research investigated whether choice provision may reduce dishonesty and attitudes that justify cheating in an academic context. In Study 1, opportunities to make task choices and cheat by misreporting performance without being detected were manipulated. Differences in the pattern of scores reported across cheating opportunity conditions for choice versus no choice participants suggested that choice provision mitigated score misreporting and provided psychological benefits for positive self-beliefs and affect that were equal to those accrued by the opportunity to successfully misreport scores. Study 2 extended these findings, demonstrating that college students who read a hypothetical vignette describing a college course high in student choice opportunities anticipated greater perceived competence and control and greater opportunities for cheating compared to students who read a low choice course vignette. These variables in turn predicted attributions of blame for cheating to students versus teachers, favorable cheating attitudes, and anticipated cheating behavior in the hypothetical course in opposing directions. Results suggest that unethical behavior may depend in part on support for personal control, in addition to opportunities for acting unethically.

Understanding dignity: experiences of impairment in an exercise facility.

Dignity, as an essential quality of being human, has been overlooked in exercise contexts. The aim of this interpretative phenomenological study was to understand the meaning of dignity and its importance to exercise participation. The experiences of 21 adults (11 women and 10 men) from 19 to 65 yr of age who experience disability, who attended a specialized community exercise facility, were gathered using the methods of focus-group and one-on-one interviews, visual images, and field notes. The thematic analysis revealed 4 themes: the comfort of feeling welcome, perceptions of otherness, negotiating public spaces, and lost autonomy. Dignity was subjectively understood and nurtured through the respect of others. Indignities occurred when enacted social and cultural norms brought dignity to consciousness through humiliation or removal of autonomy. The specialized exercise environment promoted self-worth and positive self-beliefs through shared life experiences and a norm of respect.

A Prospective 2-Year Examination of Cognitive and Behavioral Correlates of Provoked Vestibulodynia Outcomes

Provoked vestibulodynia (PVD) is a common genital pain disorder in women that is associated with sexual dysfunction and lowered sexual satisfaction. A potentially applicable cognitive-behavioral model of chronic pain and disability is the fear-avoidance model (FAM) of pain. The FAM posits that cognitive variables, such as pain catastrophizing, fear, and anxiety lead to avoidance of pain-provoking behaviors (eg, intercourse), resulting in continued pain and disability. Although some of the FAM variables have been shown to be associated with PVD pain and sexuality outcomes, the model as a whole has never been tested in this population. An additional protective factor, pain self-efficacy (SE), is also associated with PVD, but has not been tested within the FAM model. Using a 2-year longitudinal design, we examine (1) whether initial levels (T1) of the independent FAM variables and pain SE were associated with changes in pain, sexual function, and sexual satisfaction over the 2-year time period; (2) the prospective contribution of changes in cognitive-affective (FAM) variables to changes in pain, and sexuality outcomes; and (3) whether these were mediated by behavioral change (avoidance of intercourse). A sample of 222 women with PVD completed self-report measures of FAM variables, SE, pain, sexual function, and sexual satisfaction at time 1 and at a 2-year follow-up. Structural equation modeling with Latent Difference Scores was used to examine changes and to examine mediation between variables. Questionnaires included the Pain Catastrophizing Scale, McGill Pain Questionnaire, Trait Anxiety Inventory, Pain Self-Efficacy Scale, and Global Measure of Sexual Satisfaction, Female Sexual Function Index. Participants who reported higher SE at T1 reported greater declines in pain, greater increases in sexual satisfaction, and greater declines in sexual function over the 2 time points. The overall change model did not support the FAM using negative cognitive-affective variables. Only increases in pain SE were associated with reductions in pain intensity. The relationship between changes in SE and changes in pain was partially mediated through changes in avoidance (more intercourse attempts). The same pattern of results was found for changes in sexual satisfaction as the outcome, and a partial mediation effect was found. There were no significant predictors of changes in sexual function other than T1 SE. Changes in both cognitive and behavioral variables were significantly associated with improved pain and sexual satisfaction outcomes. However, it was the positive changes in SE that better predicted changes in avoidance behavior, pain, and sexual satisfaction. Cognitive-behavior therapy is often focused on changing negative pain-related cognitions to reduce avoidance and pain, but the present results demonstrate the potential importance of bolstering positive self-beliefs as well. Indeed, before engaging in exposure therapies, SE beliefs should be assessed and potentially targeted to improve adherence to exposure strategies.

Orientation and Mobility Skills and Outcome Expectations as Predictors of Employment for Young Adults with Visual Impairments

Introduction Youths with visual impairments attend post-secondary school at high rates, yet these individuals have low rates of employment. In this study, factors associated with post-school employment were investigated in a nationally representative sample of youths with visual impairments. Methods In a secondary analysis of data from the National Longitudinal Transition Study–2, multivariate logistic regression analyses were conducted to investigate employment outcomes for youths with visual impairments based on orientation and mobility skills and outcome expectations. Results Youths with high community travel scores were significantly more likely to be employed in Wave 4 (up to six years post–high school; B = .25, p = .003) and those with high outcome expectations were significantly more likely to be employed in Wave 5 (up to eight years post–high school; B = .33, p = .04). Discussion Results suggest that independently traveling to places outside the home, using public transportation, and arranging airplane or train trips predict post-school employment for youths with visual impairments. Positive self-beliefs about work for pay, financial self-support, and independent living were also associated with employment. Implications for practitioners Professionals can support students in gaining these vital skills by providing community experiences, positive role models, and verbal encouragement. Research-based predictors of employment should be considered when planning transition services for adolescents with visual impairments.

The Role of Self-Beliefs in Predicting Postschool Outcomes for Deaf Young Adults

The aim of this study was to explore the role of self-beliefs in predicting postschool outcomes for deaf young adults in transition from secondary settings. Three self-level constructs were explored: self-concept, self-determination, and expectations about the future. This study utilized data from the National Longitudinal Transition Study-2 (NLTS2) that collected longitudinal data from youths with disabilities across the nation, 550 of which were deaf or hard of hearing and met the selection criteria in this study. This study examined the relationships between these deaf adolescents’ self-beliefs and actual future achievements that were reached as they transitioned to adult life, in three domains: life, employment, and education. Despite the generally positive self-beliefs of deaf individuals, which were, in some cases, related to postschool outcomes, the self-beliefs assessed in this study did not emerge as comprehensive predictors of postschool attainments. Findings suggest that for deaf individuals, successfully navigating transitions to adult life involves dimensions beyond individual agency. Positive self-beliefs are clearly a part of successfully attaining postschool outcomes, but deaf individuals may not have full access to equitable opportunities to capitalize on these beliefs.

What does confidence mean to people who have had a stroke? – A qualitative interview study

Objective: To explore the meaning of confidence to stroke patients after stroke in order to inform the development of a measurement tool. Design: Qualitative interview study using interpretative phenomenological analysis (IPA). Methods: Ten stroke survivors were purposively selected from those participating in a multi-centre randomised trial of outdoor mobility rehabilitation. Interviews about confidence were conducted in participants’ homes, audio recorded and transcribed verbatim. Results: Six themes emerged from the analysis. These were loss of identity, fear, social confidence, role confidence, mastering skill and attitudes and beliefs. Loss of identity was particularly evident in the early stages of stroke recovery. Fear was a barrier to regaining confidence and was associated with avoidance behaviours. Lack of social confidence was a common problem which appeared difficult to resolve. Life roles motivated participants to re-engage in daily life activities. Personal attitudes and beliefs, combined with the attitudes of significant others, contributed to personal feelings of competence. Conclusion: This study provides a coherent definition of the meaning of confidence through the experiences of stroke survivors. Being successful in gradually re-engaging in activities, including social activities and life roles helped to establish a positive self-belief. The influence of others, such as family and friends reinforce self-beliefs. Confidence and self-efficacy appear to be a similar construct. However, participants in this study also identified a relationship between confidence and self-esteem. The findings indicate that all six themes need to be included in a confidence measure to encompass the meaning of confidence as described by participants with stroke.

Linking Positive Affect and Positive Self-beliefs in Daily Life

This study investigated the reciprocal relations between positive self-beliefs (POS) and positive affect (PA) using week-long diaries kept by 268 undergraduate Italian psychology students. An autoregressive latent trajectory analysis was found to be the best statistical model explaining the links between POS and PA. POS and PA levels remained stable over 7 days and they were positively correlated suggesting positive associations between stability in PA and POS across the 7 days. Interestingly, the analysis of cross-lagged paths revealed that the state-like deviations in POS levels significantly predicted later levels of PA, whereas the state-like deviations in PA levels did not predict later levels of POS at all time points. Theoretical and practical implications of these results were discussed.

Compartmentalization: A Window on the Defensive Self

AbstractMost people hold both positive and negative beliefs about themselves. The way individuals organize, or structure, these beliefs in their self‐concepts can facilitate realistic acceptance and confrontation of negative self‐beliefs (integration), or defensive avoidance and denial of negative self‐beliefs (compartmentalization). This article focuses on the distinction between individuals with a realistic, secure self and a defensive, fragile self. We present evidence that compartmentalization is associated with several indicators of a defensive, fragile self, such as contingent self‐esteem and unstable self‐evaluations. In addition, individuals with this structure are likely to engage in defensive processes that enhance or protect the self. This model of self‐organization can provide a window on the defensive self, allowing researchers to observe the process by which individuals think about and defensively avoid negative self‐beliefs.

Positive Self-Beliefs as a Mediator of the Relationship Between Adolescents’ Sports Participation and Health in Young Adulthood

The present study examined the relationship between participation in sports during adolescence and physical activity and subjective health in young adulthood. A sample of 8,152 (males = 50.8%, females = 49.2%) adolescents from the National Longitudinal Study of Adolescent Health were used. Results of the study showed that participating in an organized sport during adolescence was associated with higher levels of physical activity and better subjective health during young adulthood after controlling for participation in general physical activities (e.g., jogging, biking, skateboarding) during adolescence. Participation in sports during adolescence was associated with more positive self-beliefs 1 year later that, in turn, were associated with higher levels of moderate to vigorous physical activity and better subjective health 6 years later. Results suggest that positive self-beliefs partially mediate the relationship between adolescents' participation in sports and two health outcomes in young adulthood: moderate to vigorous physical activity and subjective health. Findings highlight the utility of youths' participation in organized sports for promoting healthy outcomes. Implications for policy and practice are discussed.

Big-Fish-Little-Pond effect: The negative effects of academically selective schools

Academically selective schools (i.e. schools in which the average ability of students in the school is high) are intended to have positive effects on academic self-concept. A positive self-belief about one’s academic accomplishments is an important outcome and has been shown to facilitate the attainment of a wide variety of other desirable educational outcomes (Marsh & Craven, 2006). However, a growing body of theoretical and empirical research demonstrates that the effects of school-average ability on academic self-concept can be negative. Thus, attending academically selective schools tends to diminish academic self-concepts rather than to enhance them. These empirical results are consistent with the big-fish-little-pond effect (BFLPE), which predicts that equally able students have lower academic self-concepts when attending schools where the average ability levels of classmates is high, and higher academic self-concepts when attending schools where the school-average ability is low. Here we briefly summarise theoretical, empirical, and policy-related implications of the BFLPE.