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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

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Presentation on theme: "Big-Fish-Little-Pond-Effect: Methodological and Empirical Perspectives Michael C. Pyryt, Ph.D. Sal Mendaglio, Ph.D. University of Calgary"— Presentation transcript:

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

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

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

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 1.Is there a discernible pattern of self- concept for students who attend a school for gifted students? 2.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 Results Descriptive Statistics (N=102) Variable Mean S.D. Grade Length Academic Math Verbal School

16 Pearson Correlations VariableGradeLengthGenderAcademicMathVerbalSchool Grade * *-.22 * -.13 Length Gender Academic *.38*.62* Math * Verbal * School1.00

17 Canonical Correlation Results VariableStandardizedStructure Dependent PMSPS Academic SDQ-II Math SDQ-II Verbal SDQ-II School Predictor Grade Length Gender.29.34

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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