From frogs to fish: "The Big-Fish-Little-Pond" effect then and now

Abstract

This paper traces the development of "the big-fish-little-pond" effect (BFLPE), which asserts that students in high-ability classes and schools have lower academic self-concepts than their equally able counterparts in low- and mixed-ability environments. The paper begins with a description of the problem outlined in the BFLPE model and continues by examining early BFLPE research and by tracing advances in the field. Criticisms of the BFLPE are outlined and research is described that addresses these criticisms. The paper concludes by presenting suggestions for future BFLPE studies.

Keywords

• academic achievement
• self-concept
• social comparison