Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect across 41 Culturally and Economically Diverse Countries.

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Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, result): “Marsh and others have found support for what they call the “Big Fish Little Pond Effect” that specifies that “students who are educated in high-ability classes and schools have lower academic self-concepts than equally able students who are educated in mixed- or low-ability environments” ( Seaton et”
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “Because no standardized achievement measure was available, performance was determined on the basis of school grades assessed at three points during the academic year (for further detail see Blanton et al. 1999; Seaton et al. 2008c).”
The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. (2015, methodology): “…Marsh and Hau (2003) used the PISA 2000 data based on 103,558 fifteen-year-old students from 26 predominantly industrialized Western countries; Seaton, Marsh, and Craven (2009, 2010) used PISA 2003 (265,180 students, 10,221 schools, 41 countries), which included more collectivist and…”