Although the BFLPE has been shown to be similar across Australian states and territories (Marsh, 2004), no research to date has investigated potential BFLPE moderators from a purely Australian perspective.
The Seaton, Marsh and Craven (2010) study focused on BFLPE moderation for only mathematics self-concept and across 41 countries in one PISA database (2003).
Some have shown that the BFLPE is larger for lower-ability students in high-ability schools (Coleman & Fults, 1985), while others have shown that the BFLPE is worse for higher-ability students (Reuman, 1989).
Although Swalander and Taube (2007) demonstrated that all three of these study methods were positively related to self-concept, Seaton, Marsh and Craven (2010) found that neither elaboration nor the use of control strategies was able to moderate the BFLPE but that students who used memorisation strategies to a greater extent were more affected by the BFLPE.
Two theoretically important issues are the extent to which the BFLPEs are specific to academic self-concept and the extent to which the BFLPE varies across different individual student ability levels.
Whereas the BFLPE predicts declines for academic self-concept for students in academically selective settings, there is some theoretical and empirical disagreement about whether these effects vary according to the initial achievement levels of individual students within these settings.
Much of the BFLPE research, not surprisingly, is based on Australian settings (e.
However, Marsh and Craven countered that, although Gross argued that students in non-accelerated settings have 'inflated' academic self-concepts, her results support the BFLPE.
1995) reported results of two BFLPE studies of the effects of participation in full-time GAT primary classes over time and in relation to matched students attending mixed-ability classes.
Consistent with BFLPE research, GAT students showed highly significant declines in academic self-concept over the three testing occasions.
The BFLPE predicts that GAT children in special GAT settings should experience a decline in academic self-concept over time and in comparison with matched students in regular classes but that there should be no decline--or at least much smaller declines--in non-academic self-concepts.
However the results are not entirely consistent with the BFLPE in that academic self-concepts should also have been lower in the streamed classes than the mixed-ability classes.