The female fish is more responsive: gender moderates the BFLPE in the domain of science

Plieninger, Hansjörg; Dickhäuser, Oliver

doi:10.1080/01443410.2013.814197

Cited by 16 publications

(14 citation statements)

References 52 publications

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“…However, among boys, small negative classroom effect was present in mathematics already in Grade 3 and continued to be evident in Grades 4 and 6, whereas among girls it emerged only in Grade 6. These findings extend our understanding of BFLP effect, first, by showing that average classroom performance has different effect on girls' and boys' self-concept of ability (see also Plieninger and Dickhäuser 2015;Preckel et al 2008), and that the effect is dependent on the school subject. The results imply that boys start to compare their performance with their classmates earlier than girls and that the classroom context affects boys' mathematics self-concept negatively already at an early phase in their school career.…”

Section: Discussionsupporting

confidence: 72%

“…For example, Marsh et al (2007) concluded that difference between girls and boys in BFLP effect for math self-concept is marginal. In contrast, results by Plieninger and Dickhäuser (2015) indicated that gender moderates the BFLP effect, as the negative classroom effect in science was substantially larger for girls than for boys. Further, Preckel et al (2008) found that the negative classroom effect was particularly large among girls attending a special class for gifted.…”

Section: The Big-fish-little-pond Effect Modelmentioning

confidence: 67%

“…Thus, we hypothesized (Hypothesis 2) that classroom average performance level would be negatively related to students' self-concept in literacy and in mathematics after controlling for individual student performance (Marsh et al 2008), but we hypothesized that the effect might be stronger for math than for literacy (see Guo et al 2018). Third, because previous research has found contradictory findings concerning the differences between girls and boys with respect to negative classroom effects (e.g., Marsh et al 2008;Plieninger and Dickhäuser 2015;Preckel et al 2008), we examined gender differences in these associations. However, no exact hypotheses for gender differences were set.…”

Section: Present Studymentioning

confidence: 94%

“…Finally, although it has been claimed that the BFLP effect is robust, universal, and scarcely affected by any moderators (cf. Marsh et al 2008), gender differences in the BFLP effect have only seldom been systematically examined (Marsh et al 2007;Plieninger and Dickhäuser 2015;Preckel et al 2008;Thjis et al Thijs et al 2010), and the findings for gender have been contradictory. For example, Marsh et al (2007) concluded that difference between girls and boys in BFLP effect for math self-concept is marginal.…”

Section: The Big-fish-little-pond Effect Modelmentioning

confidence: 99%

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Classroom effect on primary school students’ self-concept in literacy and mathematics

et al. 2019

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According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students' high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student's gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys' self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect. Keywords The big-fish-little-pond effect. Classroom effect. Self-concept of ability. Academic skills. Primary school Students' achievement-related beliefs play an important role in school by directing behavior and effort in learning situations (e.g., Atkinson 1964; Bandura 1997; Eccles et al. 1983; Wigfield et al. 2006). Students who believe that they can and will do well at school are more likely to perform better and to engage in an adaptive manner in academic tasks than students who have a negative self-perception and expect to fail (Pintrich and Schunk 2002). Several

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Section: Discussionsupporting

confidence: 72%

Section: The Big-fish-little-pond Effect Modelmentioning

confidence: 67%

Section: Present Studymentioning

confidence: 94%

Section: The Big-fish-little-pond Effect Modelmentioning

confidence: 99%

See 2 more Smart Citations

Classroom effect on primary school students’ self-concept in literacy and mathematics

et al. 2019

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“…The Big Fish Little Pond Effect (BFLPE) is one of the most influential theories about student ASC forming process, which was proposed by Marsh ( 1984 ) to describe the phenomenon that students in selective schools always have lower ASC compared to those with comparable ability but attend regular schools, which means that being a big fish in a small pond does good to one's ASC. Considerable evidence substantiated that the BFLPE is thought to be the outcome of individuals comparing their ability with the average ability of their group (Marsh, 1987 ; Plieninger and Dickhäuser, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

The Big-Fish-Little-Pond Effect on Academic Self-Concept: A Meta-Analysis

et al. 2018

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The Big-fish-little-Pond effect is well acknowledged as the negative effect of class/school average achievement on student academic self-concept, which profoundly impacts student academic performance and mental development. Although a few studies have been done with regard to this effect, inconsistence exists in the effect size with little success in finding moderators. Here, we present a meta-analysis to synthesize related literatures to reach a summary conclusion on the BFLPE. Furthermore, student age, comparison target, academic self-concept domain, student location, sample size, and publication year were examined as potential moderators. Thirty-three studies with fifty-six effect sizes (total N = 1,276,838) were finally included. The random effects model led to a mean of the BFLPE at β = −0.28 (p < 0.001). Moreover, moderator analyses revealed that the Big-Fish-Little-Pond effect is an age-based process and an intercultural phenomenon, which is stronger among high school students, in Asia and when verbal self-concept is considered. This meta-analysis is the first quantitative systematic overview of BFLPE, whose results are valuable to the understanding of BFLPE and reveal the necessity for educators from all countries to learn about operative means to help students avoid the potential negative effect. Future research expectations are offered subsequently.

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Die Bedeutung von Unterrichtsmerkmalen für das mathematische Selbstkonzept und für die Moderation des Big-Fish-Little-Pond Effekts

Milles

Jansen

2021

Motivation in Unterrichtlichen Fachbezogenen Lehr-Lernkontexten

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The female fish is more responsive: gender moderates the BFLPE in the domain of science

Cited by 16 publications

References 52 publications

Classroom effect on primary school students’ self-concept in literacy and mathematics

Classroom effect on primary school students’ self-concept in literacy and mathematics

The Big-Fish-Little-Pond Effect on Academic Self-Concept: A Meta-Analysis

Die Bedeutung von Unterrichtsmerkmalen für das mathematische Selbstkonzept und für die Moderation des Big-Fish-Little-Pond Effekts

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