When the Big Fish Turns Small

Abstract

The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of self-concept stability and change during adolescence. Longitudinal data were gathered from adolescents participating in a summer program for the gifted over a 3-year period. The results indicate no prevalent patterns of declines in academic self-concepts after participating in summer programs, though suspected cases of BFLPE can be identified, and there was evidence pointing to the moderation of the BFLPE by gender and self-esteem. Longitudinal patterns of self-concept stability and change also show no consistent pattern of long-term effects on self-concept. Implications of these findings are discussed that highlight developmental, social, and individual conditions under which the BFLPE may exert itself and conditions under which it may be mitigated.

Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children

“…The advantage is that many children with various interests were able to find a course that fit their specific needs. However, this study was less likely to find clear effects on specific outcome variables (see also Dai, Rinn, & Tan, 2012). A program that is aimed at fostering several interests and competencies may lack specific efficacy as evidenced in a particular domain, especially if the program effects are estimated across the entire range of courses that were offered.…”

The Big-Fish–Little-Pond-Effect revisited: Do different types of assessments matter?

“…More precisely, we added the assessment perspective to previous discussions on personality, learning environment, social grouping, and student behavior as factors influencing students' self-concept (e.g., Marsh et al, 2008;Seaton, Marsh, Yeung, & Craven, 2011). In doing so, we claimed that computer-based assessments might provide new assessment situations, in which students become more uncertain about their abilities (Dai et al, 2013). However, the results of our study do not strengthen this argumentation, since there were no differences in the BFLPE across the PPA and CBA.…”

“…For instance, in the PISA 2012 CBA, which was used to assess students' mathematical literacy, students had to interact with the environment (e.g., a graphical tool) in order to draw conclusions on the relations between variables or to represent a relation appropriately (OECD, 2013c). Since these skills have not yet been fully incorporated in mathematics classrooms (Griffin et al, 2012;Mama & Hennessy, 2013;Tveit, 2009), it is likely that students face quite novel assessment situations in CBAs which could make them uncertain about their own abilities, leading to differences in the relation between math self-concept and achievement (Dai et al, 2013). Hence, social comparisons might depend on the cognitive uncertainty of the task (Dijkstra et al, 2008).…”

“…However, it is unclear whether the BFLPE is robust against the type of assessment, from which school-average and individual achievement measures as sources of students' self-concept are obtained. Following the argumentation of Dai, Rinn, and Tan (2013) as well as Chu and Chu (2010), computer-based assessments, first, provide relatively new assessment situations, in which students have to perform quite complex and interactive tasks, leading to uncertain beliefs about their abilities than in familiar ones. Second, CBAs could add further sources of social comparisons beyond mere school-average ability (e.g., ICT availability as a proxy of social status; Kim, Kil, & Shin, 2014;Terzis & Economides, 2011).…”

Big-Fish-Little-Pond Effect on Gifted Students’ Academic Self-Concepts: What If the Big Fish has Adaptable Academic Self-Concepts?

“…Referans çerçevesindeki belirsizlik gibi eleştirileri yanıtlamak adına Marsh ve arkadaşları tarafından yakın bir zamanda alternatif referans çerçeveleri önerilmiştir (Huguet vd., 2009;Liem vd., 2012). Ancak bu çalışmada ve başka çalışmalarda da (Dai, 2004;Dai ve Rinn, 2008;Dai, Rinn ve Tan, 2012) kritik edildiği üzere belirli sınırlılıkları nedeniyle ilk BBKGE çalışması üzerindeki tartışmalar halen devam etmektedir.…”