BigFishLittlePondEffect: Methodological and Empirical Perspectives

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Big-Fish-Little-Pond-Effect Methodological and
Empirical Perspectives

• Michael C. Pyryt, Ph.D.
• Sal Mendaglio, Ph.D.
• University of Calgary
• mpyryt_at_ucalgary.ca
• mendagli_at_ucalgary.ca

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Social Comparison (Festinger, 1954)

• Comparing oneself with others to obtain
  information that is useful in self-evaluation
  particularly in the areas of ability and opinions

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BFLPE
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Marsh Hau (2003)

• 26 countries
• 3,849 Schools
• N103,558
• BLFPE -.20

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Implications of Marsh Hau (2003)

• Placement of gifted students in academically
  selective settings is predicted to negatively
  affect their academic self-concept
• Cross-cultural support for the BFLPE

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Methodological Issues

• Beta weights dependent on particular variable set
• Limited variance accounted for
• Multiple inputs on self-concept processes
• Need for longitudinal analyses
• Need for qualitative analyses

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Variable Set

• Predictors
• ISA
• (ISA)2
• SAA
• IAS X SAA
• (IAS)2 X SAA

• Criterion
• Academic Self-Concept

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Variance Accounted For

• ISA 14

• SAA 4

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Meta-Analytic Perspectives (Hoge Renzulli,
1993)

• ES .02 for 20 outcomes in 7 comparative studies
• ES .03 for 7 outcomes in 3 pre/post studies

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Other Impacts on Self-Concept

• Reflected Appraisals
• Attribution
• Marshs Internal/External Frame of Reference
  Model

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Need For Longitudinal Studies

• Marsh Hau (2003) as one-shot study
• What happened Before?
• What will happen later?

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Need for Qualitative Studies

• Better Understand Reference Group
• Lived Experience

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Research Questions

• Is there a discernible pattern of self-concept
  for students who attend a school for gifted
  students?
• Does self-concept fluctuate in a systematic
  manner over time?

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Method

• Research Site Charter School Congregated Gifted
  Setting in Western Canada
• Participants 114 (56 females 58 males)
• Data collected PMSPS, SDQ-II, Length of Time at
  School, Current Grade, and Gender
• Data Analysis Canonical Correlation

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ResultsDescriptive Statistics (N102)
Variable Mean
S.D. Grade
5.90 1.53 Length
3.03
2.09 Academic 19.55
2.53 Math
45.08 12.53 Verbal
47.46
9.67 School
50.35 7.65
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Pearson Correlations
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Canonical Correlation Results
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Implications

• Correlational Pattern supportive of PMSPS
  construct validity and Marshs Internal-External
  Frame-of-Reference Model
• Some Support for BFLPE particularly in relation
  to Math Self-Concept
• Need for Comparative, Longitudinal, and
  Qualitative Studies

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My goal in life is to be a person as good as my
dog already thinks I am.