1 / 19

Big-Fish-Little-Pond-Effect: Methodological and Empirical Perspectives

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. Social Comparison (Festinger, 1954).

anevay
Download Presentation

Big-Fish-Little-Pond-Effect: Methodological and Empirical Perspectives

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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. Predictors ISA (ISA)2 SAA IAS X SAA (IAS)2 X SAA Criterion Academic Self-Concept Variable Set

  8. ISA = 14% SAA = 4% Variance Accounted For

  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 • Is there a discernible pattern of self-concept for students who attend a school for gifted students? • 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. ResultsDescriptive Statistics (N=102) VariableMeanS.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

  17. Canonical Correlation Results

  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.

More Related