Motivation moderates the BFLPE. More highly motivated students typically experience stronger BFLPE. Whether the student's motivation was extrinsic or intrinsic does not matter. The BFLPE is typically more pronounced for students who are more intelligent, who are more highly anxious, who have a cooperative orientation, or who use memorization as a learning strategy. However, the moderating effects of these variables are relatively small. Goal setting Goal setting moderates the BFLPE. Individuals who set higher achievement goals, regardless of the specific nature of the goals, typically experience a stronger BFLPE. Classroom practices Several classroom practices were explored as possible moderators of the BFLPE, including the use of individualized assessment tasks, criterion and self-referenced feedback, and reinforcement of peer identification. The size of the effect of each of these moderators was found to be either small or non-significant across many studies. Chang and Lam (2007) manipulated students so that they were either in direct competition with each other or working together in groups to accomplish a common task. Direct competition with classmates increased the BFLPE while working with other classmates in a group to achieve a goal attenuated the BFLPE. Another experiment found that the big-fish-little-pond phenomenon has a moderator of the students age. BFLPE is stronger in those in high school and weaker in those who are in middle school and college. The weakest BFLPE are in those who are in elementary or primary school. It is argued that this is because in high school, academic tracking leads to breaking up students into classes ranked on competency. It is also because the students in high school are in a time in their life that they are gaining the most self-awareness. Self-construal Self-construal has been shown to have moderating effects on social comparison. Researchers hypothesized that individuals with highly independent self-construals would experience accentuated contrast effects while individuals with highly interdependent self-construals would experience strengthened assimilation effects. This hypothesis was based on Schwarz and Bless's 1992 inclusion/exclusion model of judgment. The results of the experiment supported Kemmelmeier and Oyserman's hypothesis, demonstrating that self-construal moderates social comparison effects like the BFLPE. Emotional and social integration Emotional and social integration have been shown to moderate the BFLPE. The BFLPE is stronger in individuals who are well integrated into their school but not well integrated with their peers. Such students have high emotional integration and low social integration. This result was replicated in students with