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<p>The Big-Fish–Little-Pond Effect (BFLPE) is the negative association between class-average achievement and students’ academic self-concept after controlling individual achievement. Over four decades, the BFLPE has become one of educational psychology’s most robust cross-national findings. However, psychological, economic, and contextual-judgment traditions propose different representations of social comparison: adaptation-level models emphasize contextual means, ordinal-standing models emphasize relative rank, and distributional-scaling models emphasize broader properties of local achievement distributions. Using TIMSS 2019 Grade 8 mathematics data from 46 countries (11,684 classes; 262,988 students), this study provides the first large-scale cross-national test of these formulations within a unified modeling framework. Consistent with prior BFLPE research, higher individual achievement positively predicted mathematics self-concept, whereas higher classroom mean achievement negatively predicted it. Ordinal standing also positively predicted self-concept in simpler models. However, strong ordinal-standing formulations predict that the negative contextual-mean effect should substantially attenuate or disappear when ordinal position is fixed at the top of the classroom distribution. Inconsistent with this prediction, the BFLPE remained evident even for the highest-ranked student in each class. Models integrating all three approaches further indicated that much of the apparent ordinal-rank effect reflected broader forms of distributionally scaled relative achievement embedded within classroom distributions. The findings support an integrative interpretation in which ordinal standing is relevant, not sufficient: contextual means, ordinal standing, and distributional structure jointly shape comparative self-evaluation, while contextual means remained the most robust comparative indicator. More broadly, the study highlights the Statistical–Mechanism Gap Fallacy: interpreting statistical contextual indicators as psychologically transparent representations of comparison mechanisms.</p>

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Four Decades After the Big-Fish–Little-Pond Effect: Critical Boundary Tests and Integrative Models of Mean-Context, Ordinal-Standing, and Distributional-Scaling in 46 Countries

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  • 出版模式：

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  • 发表日期：

    2026年8月3日

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  • Herbert W. Marsh

摘要

The Big-Fish–Little-Pond Effect (BFLPE) is the negative association between class-average achievement and students’ academic self-concept after controlling individual achievement. Over four decades, the BFLPE has become one of educational psychology’s most robust cross-national findings. However, psychological, economic, and contextual-judgment traditions propose different representations of social comparison: adaptation-level models emphasize contextual means, ordinal-standing models emphasize relative rank, and distributional-scaling models emphasize broader properties of local achievement distributions. Using TIMSS 2019 Grade 8 mathematics data from 46 countries (11,684 classes; 262,988 students), this study provides the first large-scale cross-national test of these formulations within a unified modeling framework. Consistent with prior BFLPE research, higher individual achievement positively predicted mathematics self-concept, whereas higher classroom mean achievement negatively predicted it. Ordinal standing also positively predicted self-concept in simpler models. However, strong ordinal-standing formulations predict that the negative contextual-mean effect should substantially attenuate or disappear when ordinal position is fixed at the top of the classroom distribution. Inconsistent with this prediction, the BFLPE remained evident even for the highest-ranked student in each class. Models integrating all three approaches further indicated that much of the apparent ordinal-rank effect reflected broader forms of distributionally scaled relative achievement embedded within classroom distributions. The findings support an integrative interpretation in which ordinal standing is relevant, not sufficient: contextual means, ordinal standing, and distributional structure jointly shape comparative self-evaluation, while contextual means remained the most robust comparative indicator. More broadly, the study highlights the Statistical–Mechanism Gap Fallacy: interpreting statistical contextual indicators as psychologically transparent representations of comparison mechanisms.