Reanalyses of SCT choice-paradigm studies support the BFLPE, which was not moderated by students' chosen comparison targets¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In reanalysis of the Dutch data (876 students, 33 classes), the negative effect of class-average ability on self-evaluations was significant for all seven subjects, and comparison-person choice had no effect. → Marsh 2008 q3 i? In reanalysis of the French data (1,156 students, 51 classes), the negative class-average effect was significant for two of three subjects. → Marsh 2008 (2)

Evidence¶

Marsh 2008¶

Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., & Craven, R. G. (2008). The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research. Educ Psychol Rev. https://doi.org/10.1007/s10648-008-9075-6

q3 · i? · review · r2

Multilevel reanalysis (Seaton et al. 2008c) of Blanton et al. (1999) data from 876 ninth-grade students in 33 classes across four Dutch schools, using streamed class-average ability. Individual-achievement effects varied from 0.32 to 0.78; the class-average effect "was significantly negative for all seven academic subjects, varying from −0.34 to −0.62." No standardised effect size is printed, so no magnitude is coded.

"The negative effect of class-average ability was significantly negative for all seven academic subjects, varying from −0.34 to −0.62"

Marsh 2008 (2)¶

Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O'Mara, A. J., & Craven, R. G. (2008). The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research. Educ Psychol Rev. https://doi.org/10.1007/s10648-008-9075-6

q3 · i? · review · r2

Multilevel reanalysis (Seaton et al. 2008c) of Huguet et al. (2001) data from 1,156 students in 51 classes across 12 French high schools, using class-average grades. The review reports the class-average effect "varied from −0.15 to −0.42, and was statistically significant for two of the three school subjects" (French and Math, not History/Geography). No standardised effect size is printed, so no magnitude is coded.

"The negative effect of class-average ability (the BFLPE) varied from −0.15 to −0.42, and was statistically significant for two of the three school subjects"

Discussion¶

Related Claims¶

• The BFLPE generalizes across countries, cultures, settings, and long-term follow-ups — a broader claim this one bears on
• 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
• Equally able students have lower academic self-concepts in high-average-ability schools (the BFLPE), with a cross-national effect size of 0.49 — related
• A high proportion of high-performing classmates lowers sixth-graders' situational academic self-concept, an experimental BFLPE at the extreme contrast — related
• BFLPE is stronger on the regular class level and strongest on the domain-specific math class level — related