The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children

Zeidner, Moshe; Schleyer, Esther Jane

doi:10.1006/ceps.1998.0985

Cited by 181 publications

(176 citation statements)

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“…In putting forth their argument Dai and Rinn stated that: "One can argue that gifted education provides an ideal test bed for the BFLPE theory" (p. 11) and that participating in a self-contained or short-term gifted program "gets close to the essence of the metaphor of a big fish in a little pond suddenly turned median or small when thrown into a big pond with many big or bigger fish" (p. 11). Whereas several of the studies of gifted education programs that they reviewed did show a decline in ASC consistent with BFLPE predictions (Marsh et al 1995;Zeidner and Schleyer 1998), others showed no decline or declines that returned to base-line levels when students in short-term gifted programs returned to regular classes. Based on these "mixed" findings, the authors concluded that findings from gifted education research were not entirely consistent with BFLPE predictions and that consequences of participation were more complex than suggested by BFLPE theory.…”

Section: Effects Of Ability Tracking Achievement Grouping and Giftementioning

confidence: 86%

“…Even here, however, the direction of the BFLPE was consistent across levels of anxiety; even low-anxious students showed BFLPEs although smaller in size than those found with high-anxious students. Furthermore, the interpretations are complicated by the fact that other research (Zeidner and Schleyer 1998) suggest that students in academically selective classes have systematically higher levels of anxiety, so that more research is needed to disentangle the effects of school-and class-average achievement on academic self-concept and text anxiety.…”

Section: Moderation Effectsmentioning

confidence: 99%

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The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

et al. 2008

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The big-fish-little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the schoolaverage ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Educ Psychol Rev (2008) 20:319-350 DOI 10.1007 Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication.The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here. Keywords Big-fish-little-pond-effect . Social comparison theory . Ability grouping . Academic self-concept In its simplest form, the big-fish-little-pond effect (BFLPE) predicts that students have lower academic self-concepts (ASC) when attending schools where the average ability levels of other students is high compared to equally able students attending schools where the school-average ability is low. Findings support the BFLPE and are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, longterm followups, and research designs. The results also have important policy implications for the ways in which schools are organized (e.g., ability grouping, tracking, selective schools, gifted education programs, etc.). An Advance OrganizerThe Dai and Rinn (2008) critique of the BFLPE is reminiscent in many ways of the Dai (2004) comment on a cross-cultural study on the BFLPE by Marsh and Hau (2003). To differing extents, both critiques by Dai (2004) and by Dai and Rinn (2008) suggested that: the BFLPE might be a short-term, ephemeral effect; noted situations in which there might be positive effects of school-average ability on ASC that is claimed to be inconsistent with BFLPE predictions; argued that there might be a number of individual student or contextual characteristics that moderate the BFLPE; contrasted BF...

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Section: Effects Of Ability Tracking Achievement Grouping and Giftementioning

confidence: 86%

Section: Moderation Effectsmentioning

confidence: 99%

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

et al. 2008

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“…Big fish-little pond effect is especially encountered at the education systems where the students are grouped according to their academic success (Ho, 2009). Big fish-little pond effect was also shown in the studies performed by the data of Germany (Marsh, Köller & Baumert, 2001), Hong Kong (Marsh, Kong & Hau, 2000), Israel (Zeidner & Schleyer, 1999), and Australia (Marsh, Chessor, Craven & Roche, 1995). Altun and Yazıcı (2013) also explain the higher self-concept perception of vocational, general and Anatolian high school students than that of the science high school students with the big fish-little pond effect.…”

Section: Introductionmentioning

confidence: 76%

The Big Fish-Little Pond Effect on Affective Factors Based on PISA 2012 Mathematics Achievement

Kalaycıoğlu¹

2017

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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In this study, the 2012 PISA Turkey student questionnaire data is considered to determine the big fish-little pond effect. The mathematics self-efficacy, self-concept and anxiety affective factors are examined to explain the relation of each of them with the school type, gender, socioeconomic status, student's mathematics achievement and school's mathematics achievement covariates. A total number of 771 students from 88 high schools are in the sample. Factor analyses' results support the construct validity of the Student Questionnaire's mathematics self-efficacy, anxiety and self-concept items. Data set is analyzed with Multiple Indicator Multiple Cause Model and the patterns of association with covariates and affective factors were tested simultaneously. According to the results, Anatolian high school students have a higher mathematics selfefficacy and lower mathematics anxiety than do the general high school students. However, when the student mathematics achievement and school mathematics achievement variables were inserted to the model, school type was not associated with mathematics self-efficacy. Moreover, Anatolian high school student's mathematics anxiety was higher than that of the general high school students. Student's mathematics achievement was the most significant predictor of the mathematics self-efficacy, anxiety and self-concept factors. Finally, school's mathematics achievement was a significant predictor of only mathematics selfconcept. The identification of increase in school's mathematics achievement yields a decrease in the student's mathematics self-concept may be considered as the most important result of this study. These results provide evidence about the Anatolian high schools' students experience big fish-little pond effect.

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“…Este resultado concuerda además con otros trabajos donde se ha encontrado una posible influencia de la ansiedad en el rendimiento académico mediada por variables como la depresión y la atención seAtención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes. (Bandura et al, 1999;Locker y Cropley, 2004;Rains, 2004;Zeidner y Schleyer, 1998). …”

Section: Discussionunclassified

Atención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes

Fernández‐Castillo

Rojas

2017

EJREP

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ResumenIntroducción. En la presente investigación descriptiva transversal se estudia la relación entre tres variables de carácter psicológico (ansiedad, depresión y atención), con el fin de analizar la posible asociación y el poder predictivo de las mismas sobre el rendimiento académico (expresado a través de las calificaciones escolares) en una muestra de estudiantes de enseñanzas medias.Método. Para ello se trabajó con una muestra de 98 estudiantes de edades comprendidas entre 12 y 16 años, escolarizados en dos centros académicos de la ciudad de Granada elegidos al azar.Resultados. Los resultados indican una asociación significativa entre depresión y ansiedad en los integrantes de la muestra, así como una asociación significativa inversa entre depresión y rendimiento académico. El análisis de diferencias de géneros, mostró diferencias significativas entre hombres y mujeres en la media global de la calificación académica (siendo superior en las mujeres que en los hombres) así como en depresión, siendo la sintomatología depresiva mayor en los niños. No se encontraron diferencias significativas en ansiedad ni en déficit de atención entre hombres y mujeres. El análisis de regresión señala igualmente que unos niveles moderados de ansiedad se asocian a mejor rendimiento académico, sin que se observe asociación entre esta variable y la atención selectiva.Discusión y Conclusión. Parece cobrar relevancia la atención a los niveles de sintomatología depresiva y alteración emocional en estudiantes de enseñanzas medias, ya que la detección precoz permitiría poner en marcha una adecuada atención y reducir la incidencia de estas variables sobre el fracaso académico o cuando menos, mejorar su rendimiento académico. AbstractIntroduction. In this transversal descriptive research we studied the relation between three

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The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children

Cited by 181 publications

References 41 publications

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

The Big Fish-Little Pond Effect on Affective Factors Based on PISA 2012 Mathematics Achievement

Atención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes

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