Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic self-concept formation

Marsh, Herbert W.; Kuyper, Hans; Seaton, Marjorie; Parker, Philip D.; Morin, Alexandre J. S.; Möller, Jens; Abduljabbar, Adel S.

doi:10.1016/j.cedpsych.2014.08.003

Cited by 114 publications

(131 citation statements)

References 60 publications

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“…First, the relations between classroom disciplinary problems and achievement were more pronounced for standardized achievement test scores than for school grades. This result is in line with the idea that standardized achievement test scores provide a more reliable indicator of students' learning and thus appear to be more sensitive to disruptions of the learning process that might occur in classrooms as a result of disciplinary problems (e.g., Marsh et al, 2014). In contrast, the relations between achievement and motivational outcomes appeared to be more pronounced for school grades than for standardized achievement test scores.…”

Section: Discussionsupporting

confidence: 85%

“…Conversely, school grades are commonly allocated by the teacher using the class as a frame of reference (i.e., "grading on a curve"; for an extensive discussion and demonstration, see Marsh et al, 2014). Thus, school grades tend to be distributed more similarly across classes than standardized achievement test scores, with the highest grade assigned to the relatively best students within the class and the lowest grade to the poorest achieving students within the class.…”

Section: Mediation Through Achievementmentioning

confidence: 98%

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Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

Arens

Morin

Watermann

2015

Learning and Instruction

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a b s t r a c tThis study examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement. The analyses were conducted with the German sample from the Progress in International Reading Literacy Study (PIRLS) 2006 (N ¼ 7899). The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered. In most cases, the relation between classroom disciplinary problems and motivation constructs was mediated by verbal achievement. Boys were found to report more frequent discipline problems in classrooms than girls. This study contributes to research by assessing the impact of classroom disciplinary problems using doubly latent multilevel structural equation models in order to properly disaggregate effects occurring at the student, versus classroom level.

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Section: Discussionsupporting

confidence: 85%

Section: Mediation Through Achievementmentioning

confidence: 98%

Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

Arens

Morin

Watermann

2015

Learning and Instruction

Self Cite

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“…While the original I/E model only focused on the juxtaposition of math and verbal self-concept and achievement measures, recent selfconcept research has extended the I/E model to multiple school subjects Marsh et al, 2014Marsh et al, , 2015Möller, Streblow, Pohlmann, & Köller, 2006). This line of research is characterized by a special focus on and interest in dimensional achievement comparisons (Möller, Helm, Müller-Kalthoff, Nagy, & Marsh, 2015;Möller & Marsh, 2013) which can lead to positive (assimilation effect) or negative (contrast effect) relations between achievements and self-concepts of non-matching domains.…”

Section: Discussionmentioning

confidence: 96%

“…Assimilation effects can be demonstrated for native and foreign languages as students' native (foreign) language achievement was found to be positively related to students' self-concept regarding foreign (native) language (Marsh et al, 2014;Möller, Streblow, Pohlmann, & Köller, 2006). Therefore, self-concepts for students' native and foreign languages might be located near each other, close to the verbal end-point of the continuum.…”

Section: The Marsh/shavelson Model Of Academic Self-conceptmentioning

confidence: 87%

“…Previous studies integrated the I/E model and its extension to multiple school subjects and the Marsh/Shavelson model of academic selfconcept Marsh et al, 2014Marsh et al, , 2015. The observation of contrast and assimilation effects resulting from extended I/E models was used to locate domain-specific self-concepts on the math-verbal continuum of academic self-concepts.…”

Section: The Marsh/shavelson Model Of Academic Self-conceptmentioning

confidence: 99%

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Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Arens

Möller

Watermann

2016

Learning and Individual Differences

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Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history selfconcept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies.

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Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

et al. 2020

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The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self‐concept theory: multidimensionality of self‐concept (focusing instead on self‐esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social‐cognitive processes and contextual effects drive self‐perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self‐perceptions and their relation to distal outcomes. Our meta‐theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame‐of‐reference and contextual effects in self‐concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen‐year‐old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self‐concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self‐concept were negative for school‐average math achievement (big‐fish‐little‐pond effect), country‐average achievement (paradoxical cross‐cultural effect), and being young relative to year in school but positive for school‐average verbal achievement (big‐fish‐little‐pond effect—compensatory effect). We demonstrate cross‐cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology

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Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic self-concept formation

Cited by 114 publications

References 60 publications

Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

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