The Big-Fish-Little-Pond Effect: What Do We Know and Where Do We Go from Here?

By David Yun Dai, Anne N. Rinn. 2008

139 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e30400c4a1b534908c7956a29c97b9e6b0f42bb8

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “However, some studies of gifted education programs only showed short-term declines in academic self-concept, or even no decline at all (Dai & Rinn, 2008).”
Big-Fish-Little-Pond Effect (2010, background): “More specifically, in their critique of BFLPE research, Dai and Rinn (2008) noted that BFLPE research has not focused on "possible situational or personal variables that might moderate the BFLPE" (p.”
School Context and the Gender Gap in Educational Achievement (2012, background): “This alternative account argues that students use their classmates as a reference group to evaluate their own performance and thereby develop academic self-perceptions that in turn may affect their performance (Crosnoe 2009; Dai and Rinn 2008).”
Self-Efficacy Theory in Education (2016, background): “This idea is reflected in the big-fish-little-pond effect (Dai & Rinn, 2008; Marsh & Hau, 2003): Students in selective schools may hold lower self-concepts than those in less selective schools (Seaton, Marsh, & Craven, 2010).”
Handbook of motivation at school (2009, background): “This idea is reflected in the big-fish-little-pond effect (Dai & Rinn, 2008; Marsh & Hau, 2003): Students in selective schools may hold lower self-concepts than those in less selective schools (Seaton, Marsh, & Craven, 2010).”
Clinical and Mental Health Issues in Counseling the Gifted Individual (2015, background): “Dai and Rinn (2008) cite research indicating that the BFLPE is moderated by individual characteristics, such as entity beliefs – a belief that one’s academic abilities affect achievement as compared to a belief in the importance of effort to achievement – and locus of control.”
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “Dai (2004) argued that the BFLPE is a short-term ephemeral effect, and Dai and Rinn (2008) still seem to have lingering doubts about the stability of the BFLPE.”