大魚小池效應在資優教育上的研究

The Study on the Big-Fish-Little-Pond Effect of Gifted Education

許多國內外學者關注大魚小池效應（the big-fish-little-pond effect， 簡稱BFLPE）對學業自我概念的研究議題。本文先回顧國外大魚小池效應研究及其重要性，再討論近期Dai 與Rinn（2008）與Marsh et al.（2008）對於大魚小池效應研究之爭議。許多BFLPE 研究發現，隨著在集中式資優班時間的增加，資優生學業自我卻逐漸下滑，證實負向的BFLPE 存在。身為教育行政人員與資優教師，宜瞭解與掌握大魚小池效應對學業自我概念之影響，並藉此文提供未來研究方向之參考。

Domestic and foreign scholars were deeply concerned about the impact of thebig-fish-little-pond effect (BFLPE) on academic self-concept. The article reviewedthe literature of the big-fish-little-pond effect and the importance of it, then discussedthe controversy about the effect raised in the recent research from Dai & Rinn (2008),and Marsh et al. (2008). Many BFLPE research found that the academic self-conceptof gifted students declined by the time attending academically selective classes. The negative BFLPE was proved in previous research. The educational administrators andgifted educational teachers should consider the impacts of the big-fish-little-pond effecton academic self-concept. The result of the study was provided for future reference.