and Neumann (2016) examined contextual effects on the BFLPE. A group of fourth grade students was studied during their transition into their first year middle school, here defined as fifth grade. The investigators found that the BFLPE was present both in elementary school and middle school. However, one year after the transition to middle school they found that the elementary school BFLPE had diminished and was no longer discernible. Marsh and O'Mara (2008) demonstrated that once within a stable educational setting, BFLPEs persist or even increase over time. This supports the idea that current academic context has the most influence over academic self-concept (ASC), although past academic environments can have effects on a student's ASC that could last up to a year. Despite potentially lingering effects of past environments, this study was encouraging because it showed that simply changing contexts can drive changes in self-perception. However, Becker and Neumann (2016) showed that ASC in the senior year of high school had a significant effect on academic adjustment to and success in higher education. This finding highlights the potentially serious affects ASC can have on educational outcomes as those who experience difficulty adjusting to the rigors of higher education are more likely to drop out of school than those who adjust more readily. Variations The degree of availability of comparison information influenced the visibility of BFLPEs in different school system structures. The BFLPE was most pronounced in school systems in which students of different ability levels were separated into different school tracks. The German school system is an example. In school systems in which students were grouped by ability within one school, the BFLPE was still present, but increased positive assimilation effects counterbalanced negative contrast effects. In sports psychology, physical self-concept is considered both a valued outcome variable and a mediating variable that facilitates the attainment of other valued outcomes like physical skills, health-related physical fitness, physical activity, exercise adherence in non-elite settings, and improved performance in elite sports. Marsh, Morin, and Parker (2015) demonstrated that the BFLPE exists with regard to physical concept. The study showed that class-average physical ability in physical fitness was negatively associated with physical self-concept. Relative year in school effect The relative year in school effect (RYiSE) is a frame-of-reference effect analogous to the big-fish-little-pond effect. Both the RYiSE and the BFLPE suggest that academic self-concept are formed in relation to those of other students in