Abstract
Research evidence for the big-fish-little-pond effect (BFLPE) has demonstrated that attending high-ability schools has a negative effect on academic self-concept. Utilizing multilevel modeling with the 2003 Program for International Student Assessment database, the present investigation evaluated the generalizability and robustness of the BFLPE across 16 individual student characteristics. The constructs examined covered two broad areas: academic self-regulation based on a theoretical framework proposed by Zimmerman and socioeconomic status. Statistically significant moderating effects emerged in both areas; however, in relation to the large sample (N = 265,180), many were considered small. It was concluded that the BFLPE was an extremely robust effect given that it was reasonably consistent across the specific constructs examined.
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