mild intellectual disability attending segregated and non-segregated schools. Summary Overall, there are few moderators of the BFLPE, and they mostly have small effect sizes. They have only been shown to alter the strength of the BFLPE, not to reverse its direction. However, moderators of the BFLPE continue to be an active area of research because of their theoretical implications. Identifying moderators may help to discover the psychological mechanism underlying the BFLPE. From a practical perspective, a more thorough understanding of the moderators of the BFLPE could lead to the development and implementation of educational policies that less the negative impacts or enhance the positive effects of the BFLPE. Generalizability The BFLPE has been intensely studied across different countries, cultural contexts, and school systems, and it appears to be generalizable across each. In fact, it has been so generalizable that Marjorie Seaton referred to it as a panhuman theory. The BFLPE appears to be generalizable across most age groups too. Roy, Guy, and Valois (2015) showed the BFLPE in a group of 8 to 12-year-old students. Marsh and Hau (2003) found the effect in 26 different countries, thus demonstrating the cross-cultural generalizability of the effect. The countries were: Australia, Austria, Belgium, Brazil, Czech Republic, Denmark, Finland, Germany, Hungary, Iceland, Ireland, Italy, Korea, Latvia, Liechtenstein, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Portugal, Russia, Sweden, Switzerland, United Kingdom, and United States. Seaton, Marsh, and Craven (2009) expanded this list to 41 countries, including both collectivist and individualist cultures. The effects of academic self-concept (ASC) on career aspirations appear to generalize across many countries as well. Nagengast and Marsh (2011) showed that science career aspirations were significantly affected by science self-concept in 57 countries. In this study there was also some evidence that the effect might be larger in more economically and socially developed countries. Researchers initially hypothesized that the BFLPE would be moderated by socioeconomic status. However, SES does not appear to moderate the BFLPE despite students from higher SES backgrounds having slightly higher math self-concepts in a 2010 study conducted by Seaton, Marsh, and Craven. The association found was relatively weak considering the large sample size used in the study. Overall, the study provided evidence that the BFLPE generalizes broadly over different levels of SES and is not moderated by SES. In other words, the BFLPE affects students from all economic backgrounds. Limitations Few longitudinal studies have focused on the BFLPE. Becker