Earning its place as a pan-human theory: Universality of the Big-Fish-Little-Pond Effect across 41 culturally and economically diverse countries
Seaton, Marjorie Marsh, Herbert Warren Craven, Rhonda Gai
Seaton, Marjorie
Marsh, Herbert Warren
Craven, Rhonda Gai
Abstract
For more than 2 decades, big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability classes and schools have lower academic self-concepts than their equally able counterparts in mixed-ability schools. However, cross-cultural BFLPE research has been limited to mostly developed and individualist countries. Using the Program for International Student Assessment database (Organisation for Economic Co-operation and Development, 2005a, 2005b), the present investigation assessed the BFLPE in 41 culturally and economically diverse countries. In support of the BFLPE, the effect of school-average self-concept was negative for the total sample (effect size = −.49), negative for each of the 41 countries considered separately, and statistically significant in 38 countries. In this large, culturally diverse sample of countries, the BFLPE was evident in both collectivist and individualist cultures and in economically developing and developed nations. Implications for BFLPE theory and educational practice are discussed.
Keywords
big-fish-little-pond effect, cross-cultural research, academic ability, academic achievement, academic self-concept, social comparison, collectivist vs individualist cultures, economically developing vs developed nations
Date
2009
Type
Journal article
Journal
Journal of Educational Psychology
Book
Volume
101
Issue
2
Page Range
403-419
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts