Brief reportThe big-fish-little-pond effect on mathematics self-concept: Evidence from the United Arab Emirates

- Tested the theoretical predictions of the big-fish-little-pond effect among adolescents in the United Arab Emirates.
- The effect of student math achievement on math self-concept was positive.
- The effect of school-average math achievement on math self-concept was negative.
- The interaction between school-average math achievement and student math achievement was small and non-significant.

This study examined the big-fish-little-pond effect (BFLPE; Marsh, 1987) on mathematics self-concept of 7404 adolescents (female = 3767 [51%], male = 3637 [49%]; Mage = 15.85 years, SD = 0.28) from 456 schools in the United Arab Emirates, one of the Arab states of the Persian Gulf. The results of multilevel regression analyses indicated good support for the BFLPE's theoretical predictions: the effect of individual student mathematics achievement on individual student mathematics self-concept was positive and statistically significant, whereas the effect of school-average mathematics achievement on individual student mathematics self-concept was negative and statistically significant. Moreover, the interaction between school-average mathematics achievement and individual student mathematics achievement was small and non-significant. Implications of the findings for policy and practice are briefly discussed.