The BFLPE exists in both elementary-school and secondary-school contexts¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Using contextual information from both elementary and secondary school, the BFLPE was found in both elementary-school and secondary-school contexts. → Becker 2016

Evidence¶

Becker 2016¶

Becker, Michael; Neumann, Marko. (2016). Context-related changes in academic self concept development. On the long-term persistence of big-fish-little-pond effects. Learning and instruction. https://doi.org/10.1016/j.learninstruc.2016.06.003

q3 · i? · associational · r?

Longitudinal analysis of fourth graders who transitioned from elementary to secondary school, drawing on contextual information from both school levels. The results section reports that "the BFLPE exists in both elementary-school and secondary-school contexts". No effect size is printed in the available text.

"Using contextual information from both elementary and secondary school, our results indicate that the BFLPE exists in both elementary-school and secondary-school contexts."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• The BFLPE from elementary school diminishes after transition to secondary school and is no longer discernible after one year — related
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
• The BFLPE is one of the most robust findings in educational psychology, with negative school-average achievement effects on ASC in 181 of 191 PISA samples — a broader claim this one bears on
• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — a broader claim this one bears on