Equally able students report lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms (the Big-Fish-Little-Pond Effect)¶

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? Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms. → 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?

The article reports the BFLPE as a replicated contextual effect on academic self-concept, stating that "Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms". No effect size is printed in the available text.

"Equally able students report lower ASCs when in high-achieving classrooms than when in low-achieving classrooms. This contextual effect is known as the Big-Fish-Little-Pond Effect (BFLPE)."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) — related
• Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept — related
• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — possibly the same claim (merge candidate)
• The Big-Fish-Little-Pond effect on mathematics self-concept is negative and statistically significant in all three countries under a fully specified doubly latent model — related
• Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously — related
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) — related
• The BFLPE is domain-specific: school-average achievement affects academic self-concept but not global self-esteem or non-academic self-concept — related
• Class-average achievement and chosen upward comparisons each make substantial, unique negative contributions to math self-beliefs when modeled simultaneously — related
• Schoolmates' achievement (big-fish-little-pond effect) relates only to academic self-concepts, not to labor market beliefs or disengagement — related