A meta-analysis of 69 data sets ( N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self-concepts. As predicted by the internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (.67), but the correlation between math and verbal self-concepts (.10) was close to zero. Correlations between math and verbal achievement and correlations between achievements and self-concepts within the domains were more positive when grades instead of standardized test results were used as achievement indicators. A path analysis revealed support for the I/E model, with positive paths from achievement to the corresponding self-concepts (.61 for math, .49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (−.21 from math achievement on verbal self-concept, −.27 from verbal achievement to math self-concept). Furthermore, results showed that the I/E model is valid for different age groups, gender groups, and countries. The I/E model did not fit the data when self-efficacy measures were used instead of self-concept measures. These results demonstrate the broad scope of the I/E model as an adequate description of students’ self-evaluation processes as they are influenced by internal and external frames of reference.

This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' academic achievement and students' performance on a standardized achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be .63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers' judgments and students' academic achievement. A comprehensive model of teacherbased judgments of students' academic achievement is provided in the Discussion.

Although social comparison (Festinger, 1954) and temporal comparison (Albert, 1977) theories are well established, dimensional comparison is a largely neglected yet influential process in self-evaluation. Dimensional comparison entails a single individual comparing his or her ability in a (target) domain with his or her ability in a standard domain (e.g., "How good am I in math compared with English?"). This article reviews empirical findings from introspective, path-analytic, and experimental studies on dimensional comparisons, categorized into 3 groups according to whether they address the "why," "with what," or "with what effect" question. As the corresponding research shows, dimensional comparisons are made in everyday life situations. They impact on domain-specific self-evaluations of abilities in both domains: Dimensional comparisons reduce self-concept in the worse off domain and increase self-concept in the better off domain. The motivational basis for dimensional comparisons, their integration with recent social cognitive approaches, and the interdependence of dimensional, temporal, and social comparisons are discussed.

According to the internal/external frame of reference model, academic achievement has a strong impact on people’s self-concept, both within and between subjects. We conducted a series of meta-analyses of k = 505 data sets containing the six bivariate correlations between achievement and self-concept in two subjects. Negative paths from achievement to noncorresponding self-concept, indicating dimensional comparison effects, were strongest when the subjects were dissimilar with regard to the math-verbal continuum, reduced but still significantly negative when both subjects belonged to the verbal domain, and near-zero when both subjects belonged to the math/science domain. Additionally, we found stronger positive paths from achievements to corresponding self-concepts, indicating social comparison effects, and stronger dimensional comparison effects for grades than for standardized test scores, and for older rather than younger students. We extend dimensional comparison theory by discussing these results with particular regard to the nonexistence of assimilation effects, the effects of subject similarity on dimensional comparison effects, and other moderators of dimensional comparison effects.

No abstract