Self-, Peer-, and Teacher Perceptions Under School Tracking
研究了罗马尼亚分轨制学校中，学生、教师和同伴对努力、能力、表现和自信的感知，发现高分班学生自我感知更差（大鱼小塘效应），低分班学生偏见更强。
Abstract We examine student, teacher, and peer perceptions of effort, ability, performance, and self-confidence in Romania's highly tracked schools. We find that: (1) students just above a cutoff—tracked into high-achieving classes—have less favorable self-perceptions than those just below (“big-fish-little-pond” effects); (2) students perceive peers in their classes more favorably (“in-group bias”); (3) this bias is stronger in lower-achieving classes; (4) students perceive themselves more positively than others perceive them (“illusory superiority”); (5) this bias is stronger among lower-achieving students (“Krueger-Dunning effects”). In short, being tracked into lower-achieving classes does not appear to negatively affect self-perceptions.