The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here?

Abstract

The big-fish-little-pond effect (BFLPE) refers to the theoretical prediction that equally able students will have lower academic self-concepts in higher-achieving or selective schools or programs than in lower-achieving or less selective schools or programs, largely due to social comparison based on local norms. While negative consequences of being in a more competitive educational setting are highlighted by the BFLPE, the exact nature of the BFLPE has not been closely scrutinized. This article provides a critique of the BFLPE in terms of its conceptualization, methodology, and practical implications. Our main argument is that the BFLPE, while having added to our understanding of the origins of self-concepts, disproportionately emphasizes one aspect of social comparison to the exclusion of many other intervening factors. In light of our critique, we suggest a broader conception of social comparison effects on academic self-concept that emphasizes a more active role of individuals in regulating their social cognition and motivation, as well as a more distinct effect of social-contextual influences. We also suggest alternative research designs that would incorporate contextual, developmental, and individual differences as potential moderators or mediators of the BFLPE. What is the BFLPE?The big-fish-little-pond effect (BFLPE) was proposed by Marsh and Parker (1984;Marsh 1984Marsh , 1987 based on the assumption that students use a local "frame of reference" to form their self-concepts on a relevant dimension of the self. Marsh and Parker operationalized the frame of reference or standard of comparison to be school-average ability level 1 . Thus, the general theoretical prediction based on the BFLPE is that equally able students will have lower academic self-concepts in higher average-ability schools but higher self-concepts in comparatively lower average-ability schools. In plain language, whether one perceives oneself as a big fish depends on the size of the other fish (more accurately, the average size of the other fish) in the pond. The stronger the peer group as a frame of reference, the lower one's academic self-concept. By the same token, weaker peer groups lead to higher academic self-concepts.Since Marsh and his colleagues proposed the BFLPE model, numerous studies have been conducted to date (see Marsh and Hau 2003;Marsh et al. 2005;Marsh et al. 2007, for most recent studies), and the areas where the BFLPE is investigated have also been extended from academic to artistic and athletic, among others (e.g., Chanal et al. 2005). The research interest generated by the BFLPE model is largely due to its practical implications. Marsh (1987;Marsh et al. 2004) has repeatedly warned that parents who are eager to send their children to selective schools should be aware of possible negative consequences associated with the BFLPE. Moreover, based on the fact that people are constantly working in social settings that potentially provide social comparative information and salient cues for social comparison, the BFLPE shoul...

Social Inequalities of Post-Secondary Educational Aspirations: Influence of Social Background, School Composition and Institutional Context

“…The contrast effect occurs when individuals in high-performing groups compare themselves with gifted individuals in those groups and thereby are at risk of underestimating themselves. But Dai and Rinn (2008) highlight that attending a high-performing group can also trigger an effect of assimilation ('I feel similar to other members of the group'). When effects of assimilation are greater than effects of contrast, being a member of a high-performing group does not have negative consequences for selfconcept; on the contrary, it can even have a positive influence.…”

“…When effects of assimilation are greater than effects of contrast, being a member of a high-performing group does not have negative consequences for selfconcept; on the contrary, it can even have a positive influence. For Dai and Rinn (2008), the balance between the negative influence of contrast and the positive influence of assimilation might depend on individual characteristics as well as on particular characteristics of the context. Looking at the results of Tables III and IV, it seems that in the context of tracked education systems, effects of assimilation are stronger than effects of contrast, which could explain the nearly always positive influence of academic composition.…”

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research

“…Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Educ Psychol Rev (2008) 20:319-350 DOI 10.1007 Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication.The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here. Keywords Big-fish-little-pond-effect .…”

“…However, the consistent support for the cross-cultural generalizability of the BFLPE from our OECD PISA study, 320 Educ Psychol Rev (2008) 20:319-350 coupled with its generalizability in relation to diverse groups and settings reviewed by Marsh and Hau (2003), demonstrates that the BFLPE is extraordinarily robust. The intent of this review is to provide an overview of theoretical, methodological, and policy-related issues arising from BFLPE research, with a particular emphasis on concerns raised by the Dai and Rinn (2008) critique. We begin with an overview of the BFLPE paradigm, its theoretical basis, and the minimum requirements for testing it.…”

“…Whereas these assumptions are central issues in SCT, BFLPE research makes no assumptions that the school-or class-average ability is the only basis of comparison, nor does it assume that students do not use other, more varied comparison criteria like those considered in SCT. More generally, Dai and Rinn are critical of BFLPE because the "BFLPE research program has had minimal contact with the social comparison literature" (p. 14), but actually this has been an important direction of recent BFLPE research that we summarize here.In response to Dai and Rinn (2008) it is important to emphasize that although the theoretical models underlying the BFLPE and SCT share many historical influences and Educ Psychol Rev (2008) 20:319-350 325 their juxtaposition has much to offer, the theoretical basis for the BFLPE is much broader than and distinct from SCT, and is based on a well-established body of research (see earlier discussion) that in some cases predates Festinger (1954) and in some cases does not assume that students actively compare their ability levels with others. Although the formation of a frame of reference that is central to the BFLPE might involve an active process of comparison with other students, it could also be based on information such as a distribution of grades or test scores provided by a teacher that would not necessarily involve any interaction with other students.…”