The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students’ math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students’ collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students’ self-concept formation.

本研究首次将学术自我概念形成的三个主要理论整合到一个框架中：大鱼小池塘效应（BFLPE），反射性荣耀沐浴效应（BIRGE）和内部/外部参照系（I / E）模型。为了区分BFLPE和BIRGE，我们介绍了学生的集体自我概念，即他们对小组（例如，班级）对特定领域能力的理解。我们测试了我们新开发的模型，以预测学生的数学和言语自我概念，该模型可以在现场（N  = 1,001名来自110个班级的学生）和实验室（N = 315名学生，每三人一组）。在两项研究中，我们都发现支持（1）BFLPE（即小组平均成就对域内个人自我概念的负面影响），（2）BIRGE（即集体自我概念对个人自我的积极影响） -领域内的概念），以及（3）I / E模型（即，个人成就对领域内/之间的个人自我概念的积极/消极影响）。此外，我们第一次在很大程度上复制了I / E模型关系，以通过小组平均成绩预测学生的集体自我概念。有趣的是，在两项研究中，BIRGE均超过了BFLPE。这一发现证明了集体自我概念对于实施BIRGE的高度适用性。全面的，