Self-concept of intellectually supernormal children has received a great deal of attention recently because it correlates with many other psychological characteristics and educational outcomes. The big-fish-little-pond effect (BFLPE) proposed by Marsh in 1984, on account of social comparison theory, examined by many studies afterwards. It is supposed that the academic self-concept of equivalent students is lower in high ability schools than in low-ability schools. Previous studies in China also found that the academic
self-concept of intellectually supernormal children in accelerated program was lower than intellectually average students in regular programs. The present study is to explore the self-concept development of intellectually supernormal children aged from 10- to 13-year old in enriched gifted program, and to examine whether the BFLEP exists in students from enriched gifted program for intellectually supernormal children. A total of 412 children aged from 10 to 13 years old were investigated. The students were divided in three groups: Group1 is intellectually supernormal children from enriched educational program; Group 2 is intellectually supernormal children from regular program; and Group 3 is intellectually normal children in regular program. The Song-Hattie self-concept inventory was used for collecting data. The results showed a general decline in academic self-concept for intellectually supernormal children from 10- to 13-year old, no significant difference between group 1 and 2. Perhaps it can be concluded that the academic pressure may explain the declined self-concept of intellectually supernormal children from accelerated gifted program. The Further discussion about BFLPE will be presented as well.