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Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. The big-fish-little-pond effect BFLPE model predicts students’ academic self-concept to be negatively predicted by the achievement level of their reference group, controlling for individual achievement. Despite an abundance of empirical evidence supporting the BFLPE , there have been relatively few studies searching for possible moderators. 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 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE…. Marsh and Parker described the big-fish-little-pond effect BFLPE whereby equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. The present investigation, a reanalysis of the Youth in Transition data, supported the generality of the earlier findings and demonstrated new theoretical…. The big-fish-little-pond effect BFLPE posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes.

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The Big-Fish-Little-Pond Effect on Academic Self-Concept: A Meta-Analysis

Being schooled with other high-achieving peers has a detrimental influence on students’ self-perceptions: School-average and class-average achievement have a negative effect on academic self-concept and career aspirations-the big-fish-little-pond effect. Individual achievement, on the other hand, predicts academic self-concept and career aspirations positively. Research from Western and developed countries implies that the negative contextual effect on career aspirations is mediated by academic self-concept.

Using data from the Program for International Student Assessment PISA a total of , year-old students from 57 countries , we test the generalizability of this mediation model in science using a general multilevel structural equation modeling framework. Individual achievement was positively related to academic self-concept 52 countries and career aspirations 42 countries.

The big-fish–little-pond effect (BFLPE) predicts that equally able students on psychophysical research dating back to the early s that was the Quotations (associated page numbers) to the Dai and Rinn () article.

Help Contact Us About us. Advanced Search. Journal of Educational Psychology. Checking for direct PDF access through Ovid. Abstract Two studies integrate the big-fish-little-pond effect BFLPE; negative effects of class-average achievement on academic self-concept, ASC , which is based upon educational psychological research, with related social psychological research that is based on social comparison theory.

Critical distinctions are the nature of the social comparison processes that are based on generalized-other class- or school-average or individual target comparison classmate comparisons, and the nature of self-belief constructs that invoke normative social comparison or absolute frames of reference. In a large cross-national study 26 countries; 3, schools; , students , school-average ability negatively affected ASC but had little effect on 4 other self-belief constructs that did not invoke social comparison processes.

In Study 2 64 classes; students , 2 sources of social comparison information class-average achievement and achievement of an individually selected target comparison classmate each had distinct, substantial negative effects on agency self-beliefs that invoked social comparison processes but not on metacognitive responses that did not invoke these processes.


Educalingo cookies are used to personalize ads and get web traffic statistics. We also share information about the use of the site with our social media, advertising and analytics partners. Meaning of “a big fish in a small pond” in the English dictionary. Synonyms and antonyms of a big fish in a small pond in the English dictionary of synonyms. Examples of use in the English literature, quotes and news about a big fish in a small pond.

conferences, data service, project support, research visits and doctoral program. Psychologists have labeled this phenomenon the big-fish-in-a-little-pond by a student’s birth date and is beyond the influence of parents or students. We use​.

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Attracting Clients – Become a Big Fish in a Small Pond?

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Feel like you’re a big fish in a small pond? If you’re an employee who perceives you’re overqualified for your position, chances are you’re unsatisfied with your job, uncommitted to your organization and experience psychological strain, according to a study co-authored by a faculty member from Florida Atlantic University’s College of Business.

Perceived overqualification — the belief that one has surplus skills compared to job requirements — can have negative implications for employees and employers alike, said Michael Harari, Ph. Harari, together with fellow researchers Archana Manapragada and Chockalingam Viswesvaran of Florida International University, carried out a meta-analysis of perceived overqualification synthesizing 25 years of research to clarify disparate and conflicting findings in the literature.

Their findings were recently published in the Journal of Vocational Behavior. Perceived overqualification occurs when an employee is expecting a job that utilizes their qualifications but does not find themselves in such a position, leaving them feeling essentially deprived. Because of this, you’re angry, you’re frustrated and as a result you don’t much care for the job that you have and feel unsatisfied.

Psychological strain can stem from employees who don’t feel they’re being rewarded for their efforts because there is an imbalance between their efforts and the reward structure of work. This is a stressful experience for employees, which leads to poor psychological wellbeing, such as negative emotions and psychological strain.

Meaning of “a big fish in a small pond” in the English dictionary

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 school-average 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. In response to Dai and Rinn Educ. 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.

Our results provide the strongest evidence to date that a sizeable BFLPE exists in STEM subjects Text on another site. Keywords: academic self-conceptbig fish little pond effectcausal analysisgendercross-national comparisonSTEM.

In this study, the PISA Turkey student questionnaire data is considered to determine the big fish-little pond effect. A total number of students from 88 high schools are in the sample. 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 self-efficacy 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. Year , Volume 8 , Issue 1, Pages 1 – 14

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A macro context theory of academic self-concept: Ability stratification and the big-​fish-little-pond effect. Authors. Philip Parker; Theresa Dicke.

Although a few studies have been done with regard to this effect, inconsistence exists in the effect size with little success in finding moderators. Here, we present a meta-analysis to synthesize related literatures to reach a summary conclusion on the BFLPE. Furthermore, student age, comparison target, academic self-concept domain, student location, sample size, and publication year were examined as potential moderators.

Moreover, moderator analyses revealed that the Big-Fish-Little-Pond effect is an age-based process and an intercultural phenomenon, which is stronger among high school students, in Asia and when verbal self-concept is considered. This meta-analysis is the first quantitative systematic overview of BFLPE, whose results are valuable to the understanding of BFLPE and reveal the necessity for educators from all countries to learn about operative means to help students avoid the potential negative effect.

Future research expectations are offered subsequently. Earlier empirical researches and a meta-analysis manifested that academic achievement and ASC are reciprocally related Guay et al. Positive ASC is an important means of facilitating student academic accomplishments and has been regarded as one of the key objectives of education Seaton et al.

The Big Fish Little Pond Effect BFLPE is one of the most influential theories about student ASC forming process, which was proposed by Marsh to describe the phenomenon that students in selective schools always have lower ASC compared to those with comparable ability but attend regular schools, which means that being a big fish in a small pond does good to one’s ASC.

It has been demonstrated that student’s ASC is shaped not only by his or her performance but also by social comparisons Marsh, ; Marsh et al. Students compare their own achievement with that of their class- or schoolmates, which leads them to feel more negative about their own competencies in high-achieving atmosphere than in low-achieving atmosphere. Besides, the BFLPE was also observed for students who were at the end of high school or even graduated 2 years or 4 years later Marsh et al.


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