Journal Article

Big-Fish-Little-Pond Effect: Generalizability and Moderation—Two Sides of the Same Coin

Seaton, Marjorie, Marsh, Herbert W., Craven, Rhonda G.

2010

Overview

Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 individual student characteristics. The constructs examined covered two broad areas: academic self-regulation based on a theoretical framework proposed by Zimmerman and socioeconomic status. Statistically significant moderating effects emerged in both areas; however, in relation to the large sample (N = 265,180), many were considered small. It was concluded that the BFLPE was an extremely robust effect given that it was reasonably consistent across the specific constructs examined.

• Publisher: SAGE Publications,American Educational Research Association
• Subject: Ability grouping / Academic Ability / Academic Achievement / Academic learning / Academic self concept / Adolescents / Big-Fish-Little-Pond Effect (BFLPE) / Cognitive Style / Differences / Educational incentives / Educational psychology / Educational research / Impact analysis / International Assessment / Learning strategies / Mathematics / Mathematics anxiety / Mathematics education / Predictor Variables / Program for International Student Assessment / Programme for International Student Assessment (PISA) / Schools / Selective Admission / Self Concept / Self efficacy / Self esteem / Self image / Self regulation / Socioeconomic background / Socioeconomic factors / Socioeconomic Status / Statistical analysis / Student attitudes / Student Characteristics / Student Evaluation / Students / Surveys / Teaching, Learning, and Human Development