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

Big-Fish-Little-Pond-Effect: Methodological and Empirical Perspectives. Michael C. Pyryt, Ph.D. Sal Mendaglio, Ph.D. University of Calgary mpyryt@ucalgary.ca mendagli@ucalgary.ca. Social Comparison (Festinger, 1954).

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

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  1. Big-Fish-Little-Pond-Effect: Methodological and Empirical Perspectives Michael C. Pyryt, Ph.D. Sal Mendaglio, Ph.D. University of Calgary mpyryt@ucalgary.ca mendagli@ucalgary.ca

  2. 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

  3. BFLPE

  4. Marsh & Hau (2003) • 26 countries • 3,849 Schools • N=103,558 • BLFPE = -.20

  5. 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

  6. 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

  7. Predictors ISA (ISA)2 SAA IAS X SAA (IAS)2 X SAA Criterion Academic Self-Concept Variable Set

  8. ISA = 14% SAA = 4% Variance Accounted For

  9. 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

  10. Other Impacts on Self-Concept • Reflected Appraisals • Attribution • Marsh’s Internal/External Frame of Reference Model

  11. Need For Longitudinal Studies • Marsh & Hau (2003) as one-shot study • What happened Before? • What will happen later?

  12. Need for Qualitative Studies Better Understand Reference Group “Lived Experience”

  13. 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?

  14. 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

  15. ResultsDescriptive Statistics (N=102) VariableMeanS.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

  16. Pearson Correlations

  17. Canonical Correlation Results

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

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

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