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. 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 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 VariableGradeLengthGenderAcademicMathVerbalSchool Grade1.00.22 * -.00-.14-.29*-.22 * -.13 Length1.00-.11.03-.13-.09.03 Gender1.00-.13.14-.17-.12 Academic1.00.39*.38*.62* Math1.00.19.54* Verbal1.00.62* School1.00

17. Canonical Correlation Results VariableStandardizedStructure Dependent PMSPS Academic.01.15 SDQ-II Math 1.12.75 SDQ-II Verbal.76.37 SDQ-II School -.96.13 Predictor Grade -.79 -.87 Length -.38 -.59 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.