The big-fish-little-pond effect on academic self-concept and interest in first- and third-grade students

Abstract

BackgroundThe big-fish-little-pond effect (BFLPE) postulates that class-average achievement has a negative effect on students’ academic self-concept. Research examining the BFLPE with elementary school students is scarce, especially with first graders. AimsThis study examined the BFLPE of class-average achievement on academic self-concept and interest in the math domain with first and third graders. SampleParticipants were Luxembourgish first graders (N = 5057) and third graders (N = 4925). MethodsA multilevel, doubly latent approach was used to assess a BFLPE model containing achievement (as the predictor) and ASC and interest (as outcomes) in the math domain. ResultsThe BFLPE on math self-concept was supported in both grades, whereas the BFLPE on math interest was supported only for third graders. In both grades, larger effect sizes were observed for the BFLPE on math self-concept than on math interest. ConclusionOur results suggest that the social comparisons underlying the BFLPE play an important role in the formation of math self-concept in both grades, but they play a less substantial—and probably later—role in the formation of math interest in elementary school.