Female students in physical education (PE) consistently report lower physical self-concepts than males. Social comparison often plays a significant role in self-concept development, and investigating social comparison effects in PE may provide insight into these gender differences. Therefore, the purposes of this study were to investigate social comparisons of ability and potential moderating effects of class type among female students in PE using the Big-Fish-Little-Pond Effect (BFLPE) framework, which assumes that students will report lower self-concepts when surrounded by others of higher ability, regardless of individual ability. It was hypothesized that: a) individual ability would positively predict physical self-concept and class-level ability; b) class-level ability would negatively predict physical self-concept (also known as a BFLPE); and c) class structure (e.g. same sex, coed) would moderate the BFLPE in PE.
Method:
Participants were female PE students (N=149) in grades seven (n=32) and eight (n=117) enrolled in either same-sex (n=65) or coed (n=84) classes. Students completed the PSDQ-S (Marsh, Martin, & Jackson, 2010), the Underkoffler softball throw, and the standing broad jump.
Analysis/Results:
Structural equation modeling (SEM) was used to test the hypothesized measurement and structural models (i.e. Hypothesis 1 & 2). A hierarchical multiple linear regression was conducted to investigate Hypothesis 3. SEM results supported Hypothesis 1 and 2. Individual ability was directly related to class ability (β=.71) and physical self-concept (β=.53). Class ability had a negative direct effect on physical self-concept (β=-.56). Overall, the model accounted for 17% of the physical self-concept variance. The regression model was not significant (F=2.41, p=.07), therefore, there were no significant interaction effects (F=1.49, p=.199).
Conclusions:
Results provided evidence that girls in this study enrolled in both class types (i.e. coed, same-sex) experienced a BFLPE. Class type did not increase or decrease the BFLPE for these students, indicating that the girls in these coed classes were not at an increased risk for experiencing negative consequences to their physical self-concept as a result of a BFLPE. This study is the first to provide evidence for a BFLPE among adolescent girls in PE by using a sport-specific measure of upper body physical ability and a valid and reliable measure of lower body physical ability. In conclusion, this research highlights a BFLPE for adolescent females in PE and indicates that girls are susceptible to a BFLPE regardless of class type. Results have several pedagological implications for educators.