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<span>Conservation of Resources (COR) Theory</span> </div> </a> <ul id="toc-Conservation_of_Resources_(COR)_Theory-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>See also</span> </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> <span class="vector-toc-numb">6</span> <span>References</span> </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav 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0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><table class="box-Lead_too_short plainlinks metadata ambox ambox-content ambox-lead_too_short" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><span typeof="mw:File"><a href="/wiki/File:Wiki_letter_w.svg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/en/thumb/6/6c/Wiki_letter_w.svg/40px-Wiki_letter_w.svg.png" decoding="async" width="40" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/6/6c/Wiki_letter_w.svg/60px-Wiki_letter_w.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/6/6c/Wiki_letter_w.svg/80px-Wiki_letter_w.svg.png 2x" data-file-width="44" data-file-height="44" /></a></span></div></td><td class="mbox-text"><div class="mbox-text-span">This article's <a href="/wiki/Wikipedia:Manual_of_Style/Lead_section#Length" title="Wikipedia:Manual of Style/Lead section">lead section</a> <b>may be too short to adequately <a href="/wiki/Wikipedia:Summary_style" title="Wikipedia:Summary style">summarize</a> the key points</b>.<span class="hide-when-compact"> Please consider expanding the lead to <a href="/wiki/Wikipedia:Manual_of_Style/Lead_section#Provide_an_accessible_overview" title="Wikipedia:Manual of Style/Lead section">provide an accessible overview</a> of all important aspects of the article.</span> <span class="date-container"><i>(<span class="date">January 2021</span>)</i></span></div></td></tr></tbody></table> <p>The <b>frog pond effect</b> is the <a href="/wiki/Theory" title="Theory">theory</a> that individuals evaluate themselves as worse than they actually are when in a group of higher-performing individuals.<sup id="cite_ref-:02_1-0" class="reference"><a href="#cite_note-:02-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-:12_2-0" class="reference"><a href="#cite_note-:12-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> This effect is a part of the wider <a href="/wiki/Social_comparison_theory" title="Social comparison theory">social comparison theory</a>. It relates to how <a href="/wiki/Self-evaluation_motives" title="Self-evaluation motives">individuals evaluate themselves</a> based on comparisons to other people around them, and is generally due to upward comparisons toward people who are better than themselves.<sup id="cite_ref-:02_1-1" class="reference"><a href="#cite_note-:02-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Origin">Origin</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=1" title="Edit section: Origin"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/James_A._Davis" title="James A. Davis">James A. Davis</a> first noticed this effect in 1966 in relation to college students' ambition and the impact of their local rank based on the environment they were surrounded by, i.e., they can see themselves as "big frogs in little ponds or little frogs in big ponds". Davis suggested that when students are surrounded by very high-achieving classmates, they may then develop lower aspirations.<sup id="cite_ref-:02_1-2" class="reference"><a href="#cite_note-:02-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> His main findings related to how men made career decisions more closely related to their undergraduate <a href="/wiki/GPA" class="mw-redirect" title="GPA">GPA</a>, rather than the actual quality of the school they attended, showing that students evaluated their performance as worse based on comparison to high-performing peers from their school, versus comparing their school advantageously to other schools.<sup id="cite_ref-:02_1-3" class="reference"><a href="#cite_note-:02-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Context">Context</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=2" title="Edit section: Context"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>McFarland and Buehler<sup id="cite_ref-:12_2-1" class="reference"><a href="#cite_note-:12-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> theorized that the effect happens because individuals self-monitor within-group rather than compare across groups. When evaluating oneself against <a href="/wiki/In-group_and_out-group" title="In-group and out-group">in-group members versus out-group</a> members, there is a tendency towards contextual neglect for available information, where people place more weight on their position within their group, rather than the larger general population.<sup id="cite_ref-:32_3-0" class="reference"><a href="#cite_note-:32-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> The closer intragroup context has more weight than the farther away intergroup comparison.<sup id="cite_ref-:32_3-1" class="reference"><a href="#cite_note-:32-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Called the local dominance effect, this is the tendency for people to focus on the comparisons of few people around them rather than many people not as close, in regards to their self-perceptions.<sup id="cite_ref-:6_4-0" class="reference"><a href="#cite_note-:6-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p><p>A frame of reference context can be applied to look at the frog pond effect in regards to self perceptions in schools where comparing students from a nationwide sample, there were slightly negative influences of self-esteem and academic ability given the school environment.<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> Controlling for socioeconomic status and academic potential, an average student in a very high-achieving school had lower academic self-conceptions versus an average student at a more typical school.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> </p><p>Oftentimes called a paradox, the frog pond effect goes against traditional social comparison theory because high-achieving people may actually have better self-concepts of their abilities when they are surrounded by lower-achieving environments, rather than a comparison group of high-achieving people in competitive environments.<sup id="cite_ref-:32_3-2" class="reference"><a href="#cite_note-:32-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-:6_4-1" class="reference"><a href="#cite_note-:6-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p><p>The ability sub scale of the Iowa-Netherlands Comparison Orientation Measure<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> is used in evaluations of the frog-pond effect by asking 6 items such as "I often compare myself with others with respect to what I have accomplished in life." This scale asks people to think about how they judge themselves with others which is then adjusted to compare oneself against various specific groups, such as within a school or cultural setting.<sup id="cite_ref-:0_8-0" class="reference"><a href="#cite_note-:0-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Competition_entry">Competition entry</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=3" title="Edit section: Competition entry"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Looking at entry to competitive environments (such as in a work or school context), comparison within group significantly predicted what type of group participants wanted to be in.<sup id="cite_ref-:0_8-1" class="reference"><a href="#cite_note-:0-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> For example, participants were two-thirds as likely to prefer being a part of a less exclusive group where they were ranked only slightly above average compared to being included in a high-performing group where they were not ranked as high.<sup id="cite_ref-:0_8-2" class="reference"><a href="#cite_note-:0-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p><p>The frog pond effect was looked at regarding applications of high school students to elite universities, comparing students across their individual success as well as relative to their high school peers.<sup id="cite_ref-Espenshade_9-0" class="reference"><a href="#cite_note-Espenshade-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> The authors argued that basing admissions on the three components of the Academic Index (AI)<sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> of the primary <a href="/wiki/SAT" title="SAT">SAT</a>, <a href="/wiki/SAT_Subject_Tests" title="SAT Subject Tests">SAT Subject Tests</a>, and percentile class rank sets students at high-achieving schools already at a disadvantage because their relative achievements are overshadowed by those of their competitive peers. These students are seen as little frogs in a big pond. Therefore, those students at less prestigious high schools would have a greater advantage for admission into those elite colleges. Indeed, they found students with similar applications but different school environments were less likely to be offered admission if they came from a high-achieving school where their class ranking would be lower than a similar student at a more average school.<sup id="cite_ref-Espenshade_9-1" class="reference"><a href="#cite_note-Espenshade-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> This can lead to a decrease in self-concept and educational aspirations.<sup id="cite_ref-Espenshade_9-2" class="reference"><a href="#cite_note-Espenshade-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Racial_diversity_in_schools">Racial diversity in schools</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=4" title="Edit section: Racial diversity in schools"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Recently, there has been an increased focus on the impact of race into frog pond effects and how they can impact the accessibility in education contexts. Focusing on racial diversity in schools, there has been a lack of substantial success in increasing higher education representation, but with minority students having the comparable aspirations, the disconnect lies with the abilities for these students to go to college and succeed.<sup id="cite_ref-:2_11-0" class="reference"><a href="#cite_note-:2-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> In minority-concentrated schools, there is a tendency for lower achievement in education than comparative white-concentrated schools due in part to the peer influences of competitiveness in the latter.<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> </p><p>There are also claims that <a href="/wiki/Affirmative_action" title="Affirmative action">affirmative action</a> can inadvertently deter students from achieving their best because they are admitted to schools where they are amongst very competitive peers.<sup id="cite_ref-:2_11-1" class="reference"><a href="#cite_note-:2-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> Although this has been disputed by some, who note the opportunities given to students who normally would not have access to them and the greater benefits for a university to have a diverse student body.<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-15" class="reference"><a href="#cite_note-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> </p><p>According to Robert Crosnoe at the University of Texas Austin, basing desegregation on parent education rather than income could mitigate the frog pond effect and reduce risks to minority students, despite practical documentation challenges. As socioeconomic desegregation may not significantly change racial segregation and could increase psychosocial risks for minorities, integrating parent education into these plans is worth pursuing with caution.<sup id="cite_ref-16" class="reference"><a href="#cite_note-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Socioeconomic_Status_(SES)"><span id="Socioeconomic_Status_.28SES.29"></span>Socioeconomic Status (SES)</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=5" title="Edit section: Socioeconomic Status (SES)"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Along with race, socioeconomic status has also been seen to create tension in the school system. A recent study performed in China found that randomizing school admissions to adjust socioeconomic status can improve academic performance. However, the Frog Pond Effect hinders low- and middle SES students from gaining advantages in high- SES schools, therefore reducing the effectiveness in lowering education inequity.<sup id="cite_ref-17" class="reference"><a href="#cite_note-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Moderators">Moderators</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=6" title="Edit section: Moderators"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>A potential moderator for the frog pond effect is the extent to which one feels that there is a sense of <a href="/wiki/Collective_self-esteem" title="Collective self-esteem">collective self-esteem</a> within the group that is high, which would then allow them to look past their local group to compare to others outside of their immediate area.<sup id="cite_ref-:12_2-2" class="reference"><a href="#cite_note-:12-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> Davis found was the extent that individuals felt they had "flair" or talent for the related subjects to their career choices, which was stronger for GPA than school quality.<sup id="cite_ref-:02_1-4" class="reference"><a href="#cite_note-:02-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Cross-cultural_differences">Cross-cultural differences</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=7" title="Edit section: Cross-cultural differences"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Individuals are affected by the frog pond effect the most when they come from an <a href="/wiki/Individualistic_culture" title="Individualistic culture">individualistic culture</a>, lack strong social connections, and have low collective <a href="/wiki/Self-esteem" title="Self-esteem">self-esteem</a>.<sup id="cite_ref-:12_2-3" class="reference"><a href="#cite_note-:12-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> Specifically, the decision on which "pond" to enter can be influenced by cultural differences--mainly with East Asian students more likely to choose to be in the more prestigious environment over European American students.<sup id="cite_ref-:0_8-3" class="reference"><a href="#cite_note-:0-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> The stronger focus of intragroup connections follows the cross cultural differences of <a href="/wiki/Social_identity_theory" title="Social identity theory">social identity theory</a>.<sup id="cite_ref-:0_8-4" class="reference"><a href="#cite_note-:0-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Related_constructs">Related constructs</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=8" title="Edit section: Related constructs"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Big-fish-little-pond_effect">Big-fish-little-pond effect</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=9" title="Edit section: Big-fish-little-pond effect"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 1984, Marsh and Parker created a similar construct called the "<a href="/wiki/Big-fish%E2%80%93little-pond_effect" title="Big-fish–little-pond effect">big-fish-little-pond effect</a>" (BFLPE) that has the same underlying concept of people evaluating their own worth against their immediate peers differs on the high or low achievements of those around them.<sup id="cite_ref-19" class="reference"><a href="#cite_note-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> In some cases students' views of their academic abilities are affected by comparing themselves to classmates, similar to the frog pond effect, underscoring the importance of understanding various types of comparison.<sup id="cite_ref-20" class="reference"><a href="#cite_note-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Dunning–Kruger_effect"><span id="Dunning.E2.80.93Kruger_effect"></span>Dunning–Kruger effect</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=10" title="Edit section: Dunning–Kruger effect"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The <a href="/wiki/Dunning%E2%80%93Kruger_effect" title="Dunning–Kruger effect">Dunning–Kruger effect</a> refers to a cognitive bias, whereby people whose ability at a task is in fact low or average overestimate their own ability.<sup id="cite_ref-:5_21-0" class="reference"><a href="#cite_note-:5-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> People's ability to judge their own intelligence varies: they are better at estimating their numerical intelligence than their verbal intelligence, but even then, their self-estimates only somewhat match actual performance.<sup id="cite_ref-22" class="reference"><a href="#cite_note-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup> By contrast, in the frog pond effect, people do not have objective representations of themselves relative to those around them versus the greater context of those not close.<sup id="cite_ref-:5_21-1" class="reference"><a href="#cite_note-:5-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> This can lead to erroneous subjective poorer self-evaluation due to the over-reliance on local group comparisons, disregarding the greater comparison groups.<sup id="cite_ref-:32_3-3" class="reference"><a href="#cite_note-:32-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Mere_categorization">Mere categorization</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=11" title="Edit section: Mere categorization"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Mere categorization is the effect of multiple categories on consumer satisfaction, where having different categories to choose from (ex. in a magazine section you have fashion, music, current events, etc.) people who are unsure of their choice will prefer having the categories.<sup id="cite_ref-23" class="reference"><a href="#cite_note-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup> This concept was applied to categories of evaluations groups where students were ranked in the middle of a group, either in the top 5 or bottom 5. When students appraised themselves, they had lower self-concepts if they were ranked 5th overall but categorized in the best group compared to higher evaluations when they were ranked 6th overall in the worse category group. So in this case, participants preferred to be the best of the worst rather than the worst of the best.<sup id="cite_ref-24" class="reference"><a href="#cite_note-24"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Conservation_of_Resources_(COR)_Theory"><span id="Conservation_of_Resources_.28COR.29_Theory"></span>Conservation of Resources (COR) Theory</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=12" title="Edit section: Conservation of Resources (COR) Theory"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The Conservation of Resources Theory developed by Stevan E. Hobfoll explains that motivation comes to people through retaining resources. From this, stress is then formed by not retaining the resources after investing them.<sup id="cite_ref-25" class="reference"><a href="#cite_note-25"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></a></sup> This relates to the Frog Pong Effect because both theories display the importance of perception and comparison in influencing individuals' well-being. </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=13" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Impostor_syndrome" title="Impostor syndrome">Impostor syndrome</a></li> <li><a href="/wiki/Keeping_up_with_the_Joneses" title="Keeping up with the Joneses">Keeping up with the Joneses</a></li> <li><a href="/wiki/Relative_deprivation" title="Relative deprivation">Relative deprivation</a></li> <li><a href="/wiki/Tall_poppy_syndrome" title="Tall poppy syndrome">Tall poppy syndrome</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Frog_pond_effect&action=edit&section=14" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns 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cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFDavis1966" class="citation journal cs1">Davis, J (1966). <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/2775756">"The Campus as a Frog Pond: An Application of the Theory of Relative Deprivation to Career Decisions of College Men"</a>. <i>American Journal of Sociology</i>. <b>72</b> (1): 17–31. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1086%2F224257">10.1086/224257</a>. <a href="/wiki/JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/2775756">2775756</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" 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href="/wiki/Attentional_bias" title="Attentional bias">Attentional</a></li> <li><a href="/wiki/Attribution_bias" title="Attribution bias">Attribution</a> <ul><li><a href="/wiki/Actor%E2%80%93observer_asymmetry" title="Actor–observer asymmetry">Actor–observer</a></li> <li><a href="/wiki/Fundamental_attribution_error" title="Fundamental attribution error">Correspondence</a></li></ul></li> <li><a href="/wiki/Authority_bias" title="Authority bias">Authority</a></li> <li><a href="/wiki/Automation_bias" title="Automation bias">Automation</a></li> <li><a href="/wiki/Availability_heuristic" title="Availability heuristic">Availability</a> <ul><li><a href="/wiki/Mean_world_syndrome" title="Mean world syndrome">Mean world</a></li></ul></li> <li><a href="/wiki/Belief_bias" title="Belief bias">Belief</a></li> <li><a href="/wiki/Bias_blind_spot" title="Bias blind spot">Blind spot</a></li> <li><a href="/wiki/Choice-supportive_bias" title="Choice-supportive bias">Choice-supportive</a></li> <li><a href="/wiki/Escalation_of_commitment" title="Escalation of commitment">Commitment</a></li> <li><a href="/wiki/Confirmation_bias" title="Confirmation bias">Confirmation</a> <ul><li><a href="/wiki/Selective_perception" title="Selective perception">Selective perception</a></li></ul></li> <li><a href="/wiki/Compassion_fade" title="Compassion fade">Compassion fade</a></li> <li><a href="/wiki/Congruence_bias" title="Congruence bias">Congruence</a></li> <li><a href="/wiki/Cultural_bias" title="Cultural bias">Cultural</a></li> <li><a href="/wiki/Declinism" title="Declinism">Declinism</a></li> <li><a href="/wiki/Distinction_bias" title="Distinction bias">Distinction</a></li> <li><a href="/wiki/Dunning%E2%80%93Kruger_effect" title="Dunning–Kruger effect">Dunning–Kruger</a></li> <li><a href="/wiki/Egocentric_bias" title="Egocentric bias">Egocentric</a> <ul><li><a href="/wiki/Curse_of_knowledge" title="Curse of knowledge">Curse of knowledge</a></li></ul></li> <li><a href="/wiki/Emotional_bias" title="Emotional bias">Emotional</a></li> <li><a href="/wiki/Extrinsic_incentives_bias" title="Extrinsic incentives bias">Extrinsic incentives</a></li> <li><a href="/wiki/Fading_affect_bias" title="Fading affect bias">Fading affect</a></li> <li><a href="/wiki/Framing_effect_(psychology)" title="Framing effect (psychology)">Framing</a></li> <li><a href="/wiki/Frequency_illusion" title="Frequency illusion">Frequency</a></li> <li><a class="mw-selflink selflink">Frog pond effect</a></li> <li><a href="/wiki/Halo_effect" title="Halo effect">Halo effect</a></li> <li><a href="/wiki/Hindsight_bias" title="Hindsight bias">Hindsight</a></li> <li><a href="/wiki/Horn_effect" title="Horn effect">Horn effect</a></li> <li><a href="/wiki/Hostile_attribution_bias" title="Hostile attribution bias">Hostile attribution</a></li> <li><a href="/wiki/Impact_bias" title="Impact bias">Impact</a></li> <li><a href="/wiki/Implicit_stereotype" title="Implicit stereotype">Implicit</a></li> <li><a href="/wiki/In-group_favoritism" title="In-group favoritism">In-group</a></li> <li><a href="/wiki/Intentionality_bias" title="Intentionality bias">Intentionality</a></li> <li><a href="/wiki/Illusion_of_transparency" title="Illusion of transparency">Illusion of transparency</a></li> <li><a href="/wiki/Mean_world_syndrome" title="Mean world syndrome">Mean world syndrome</a></li> <li><a href="/wiki/Mere-exposure_effect" title="Mere-exposure effect">Mere-exposure effect</a></li> <li><a href="/wiki/Narrative_bias" title="Narrative bias">Narrative</a></li> <li><a href="/wiki/Negativity_bias" title="Negativity bias">Negativity</a></li> <li><a href="/wiki/Normalcy_bias" title="Normalcy bias">Normalcy</a></li> <li><a href="/wiki/Omission_bias" title="Omission bias">Omission</a></li> <li><a href="/wiki/Optimism_bias" title="Optimism bias">Optimism</a></li> <li><a href="/wiki/Out-group_homogeneity" title="Out-group homogeneity">Out-group homogeneity</a></li> <li><a href="/wiki/Outcome_bias" title="Outcome bias">Outcome</a></li> <li><a href="/wiki/Overton_window" title="Overton window">Overton window</a></li> <li><a href="/wiki/Precision_bias" title="Precision bias">Precision</a></li> <li><a href="/wiki/Present_bias" title="Present bias">Present</a></li> <li><a href="/wiki/Pro-innovation_bias" title="Pro-innovation bias">Pro-innovation</a></li> <li><a href="/wiki/Proximity_bias" title="Proximity bias">Proximity</a></li> <li><a href="/wiki/Response_bias" title="Response bias">Response</a></li> <li><a href="/wiki/Restraint_bias" title="Restraint bias">Restraint</a></li> <li><a href="/wiki/Self-serving_bias" title="Self-serving bias">Self-serving</a></li> <li><a href="/wiki/Social_comparison_bias" title="Social comparison bias">Social comparison</a></li> <li><a href="/wiki/Social_influence_bias" title="Social influence bias">Social influence bias</a></li> <li><a href="/wiki/Spotlight_effect" title="Spotlight effect">Spotlight</a></li> <li><a href="/wiki/Status_quo_bias" title="Status quo bias">Status quo</a></li> <li><a href="/wiki/Attribute_substitution" title="Attribute substitution">Substitution</a></li> <li><a href="/wiki/Time-saving_bias" title="Time-saving bias">Time-saving</a></li> <li><a href="/wiki/Trait_ascription_bias" title="Trait ascription bias">Trait ascription</a></li> <li><a href="/wiki/Turkey_illusion" title="Turkey illusion">Turkey illusion</a></li> <li><a href="/wiki/Von_Restorff_effect" title="Von Restorff effect">von Restorff effect</a></li> <li><a href="/wiki/Zero-risk_bias" title="Zero-risk bias">Zero-risk</a></li> <li><a href="/wiki/Cognitive_bias_in_animals" title="Cognitive bias in animals">In animals</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Bias_(statistics)" title="Bias (statistics)">Statistical biases</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Bias_of_an_estimator" title="Bias of an estimator">Estimator</a></li> <li><a href="/wiki/Forecast_bias" title="Forecast bias">Forecast</a></li> <li><a href="/wiki/Healthy_user_bias" title="Healthy user bias">Healthy user</a></li> <li><a href="/wiki/Information_bias_(epidemiology)" title="Information bias (epidemiology)">Information</a> <ul><li><a href="/wiki/Information_bias_(psychology)" title="Information bias (psychology)">Psychological</a></li></ul></li> <li><a href="/wiki/Lead_time_bias" title="Lead time bias">Lead time</a></li> <li><a href="/wiki/Length_time_bias" title="Length time bias">Length time</a></li> <li><a href="/wiki/Participation_bias" title="Participation bias">Non-response</a></li> <li><a href="/wiki/Observer_bias" title="Observer bias">Observer</a></li> <li><a href="/wiki/Omitted-variable_bias" title="Omitted-variable bias">Omitted-variable</a></li> <li><a href="/wiki/Participation_bias" title="Participation bias">Participation</a></li> <li><a href="/wiki/Recall_bias" title="Recall bias">Recall</a></li> <li><a href="/wiki/Sampling_bias" title="Sampling bias">Sampling</a></li> <li><a href="/wiki/Selection_bias" title="Selection bias">Selection</a></li> <li><a href="/wiki/Self-selection_bias" title="Self-selection bias">Self-selection</a></li> <li><a href="/wiki/Social-desirability_bias" title="Social-desirability bias">Social desirability</a></li> <li><a href="/wiki/Spectrum_bias" title="Spectrum bias">Spectrum</a></li> <li><a href="/wiki/Survivorship_bias" title="Survivorship bias">Survivorship</a></li> <li><a href="/wiki/Systematic_error" class="mw-redirect" title="Systematic error">Systematic error</a></li> <li><a href="/wiki/Systemic_bias" title="Systemic bias">Systemic</a></li> <li><a href="/wiki/Verification_bias" title="Verification bias">Verification</a></li> <li><a href="/wiki/Wet_bias" title="Wet bias">Wet</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other biases</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Academic_bias" title="Academic bias">Academic</a></li> <li><a href="/wiki/Basking_in_reflected_glory" title="Basking in reflected glory">Basking in reflected glory</a></li> <li><i><a href="/wiki/D%C3%A9formation_professionnelle" title="Déformation professionnelle">Déformation professionnelle</a></i></li> <li><a href="/wiki/Funding_bias" title="Funding bias">Funding</a></li> <li><a href="/wiki/FUTON_bias" class="mw-redirect" title="FUTON bias">FUTON</a></li> <li><a href="/wiki/Inductive_bias" title="Inductive bias">Inductive</a></li> <li><a href="/wiki/Infrastructure_bias" title="Infrastructure bias">Infrastructure</a></li> <li><a href="/wiki/Inherent_bias" title="Inherent bias">Inherent</a></li> <li><a href="/wiki/Bias_in_education" class="mw-redirect" title="Bias in education">In education</a></li> <li><a href="/wiki/Liking_gap" title="Liking gap">Liking gap</a></li> <li><a href="/wiki/Media_bias" title="Media bias">Media</a> <ul><li><a href="/wiki/False_balance" title="False balance">False balance</a></li> <li><a href="/wiki/United_States_news_media_and_the_Vietnam_War" title="United States news media and the Vietnam War">Vietnam War</a></li> <li><a href="/wiki/Media_of_Norway" class="mw-redirect" title="Media of Norway">Norway</a></li> <li><a href="/wiki/Media_bias_in_South_Asia" title="Media bias in South Asia">South Asia</a></li> <li><a href="/wiki/Media_of_Sweden" class="mw-redirect" title="Media of Sweden">Sweden</a></li> <li><a href="/wiki/Media_bias_in_the_United_States" title="Media bias in the United States">United States</a></li> <li><a href="/wiki/Media_coverage_of_the_Arab%E2%80%93Israeli_conflict" class="mw-redirect" title="Media coverage of the Arab–Israeli conflict">Arab–Israeli conflict</a></li> <li><a href="/wiki/Media_portrayal_of_the_Ukrainian_crisis" class="mw-redirect" title="Media portrayal of the Ukrainian crisis">Ukraine</a></li></ul></li> <li><a href="/wiki/Net_bias" title="Net bias">Net</a></li> <li><a href="/wiki/Political_bias" title="Political bias">Political bias</a></li> <li><a href="/wiki/Publication_bias" title="Publication bias">Publication</a></li> <li><a href="/wiki/Reporting_bias" title="Reporting bias">Reporting</a></li> <li><a href="/wiki/White_hat_bias" title="White hat bias">White hat</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Bias reduction</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Cognitive_bias_mitigation" title="Cognitive bias mitigation">Cognitive bias mitigation</a></li> <li><a href="/wiki/Debiasing" title="Debiasing">Debiasing</a></li> <li><a href="/wiki/Heuristic_(psychology)" title="Heuristic (psychology)">Heuristics in judgment and decision-making</a></li></ul> </div></td></tr><tr><td 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