Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains

Marsh, Herbert W.; Lüdtke, Oliver; Nagengast, Benjamin; Trautwein, Ulrich; Abduljabbar, Adel S.; Abdelfattah, Faisal; Jansen, Malte

doi:10.1016/j.learninstruc.2014.08.005

Cited by 109 publications

(150 citation statements)

References 66 publications

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“…Typically, academic self-concept is subject-specific (Marsh et al, 2015;Valentine, DuBois, & Cooper, 2004); thus, in this study, we use the term math self-concept to refer to a collection of self-perceived beliefs and attitudes about one's own abilities and competences in math (Bong & Skaalvik, 2003;Chiu & Klassen, 2010;Marsh et al, 2015). Math self-concept has been shown to be positively related to children's achievement (Kikas & Mägi, 2017;Levpuscek & Zupancic, 2009;Valentine et al, 2004).…”

Section: Role Of Perceived Parental Involvement In Children's Math Pementioning

confidence: 99%

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

Šilinskas

Kikas

2017

Scandinavian Journal of Educational Research

123

126

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The present study examined the longitudinal associations between children's perceptions of parental involvement in math homework (control and support) and their math performance and motivation (taskpersistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixthgrade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low selfconcept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math selfconcept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys' task persistence and math self-concept. ARTICLE HISTORY

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Section: Role Of Perceived Parental Involvement In Children's Math Pementioning

confidence: 99%

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

Šilinskas

Kikas

2017

Scandinavian Journal of Educational Research

123

126

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“…A central assumption of the DCT is that dimensional comparison effects are moderated by the perceived similarity of the compared school subjects. According to the DCT, different school subjects form a similarity continuum (Marsh, Byrne, & Shavelson, 1988;Marsh, Lüdtke et al, 2015) that explains the different outcomes of dimensional comparisons. The DCT predicts that for dissimilar subjects (so-called far comparisons) like math and English, dimensional comparisons lead to contrast effects, whereas smaller contrast effects or even assimilation effects result between similar subjects (so-called near comparisons).…”

Section: The Dimensional Comparison Theorymentioning

confidence: 99%

“…Most recent extensions on the side of the predictors integrate more or other school subjects than merely the native language and math (e.g. Chiu, 2012;Marsh, Lüdtke et al, 2015;Jansen, Schroeders, Lüdtke & Marsh, 2015;Möller, Streblow, Pohlmann, & Köller, 2006;Nagy, Trautwein, Baumert, Köller, & Garrett, 2006), i.e., multiple academic subjects (native and foreign language, history, biology, physics, and math). As already outlined, the application of the I/E model to two similar subjects does not typically lead to contrast effects in subject-specific self-concepts.…”

Section: The Generalized Internal/external Frame Of Reference Model (mentioning

confidence: 99%

“…It rather leads to no significant effect from subject-specific achievement to self-concept in the other subject or even to assimilative effects, i.e., positive effects from achievement to self-concept in the other subject. A study by Marsh, Lüdtke et al (2015) offers an illustration of the distinction of between-domain comparisons and within-domain comparisons, showing significant contrast effects for so-called far comparisons (between dissimilar subjects) and significantly less contrast or even assimilation effects for so-called near comparisons (for similar subjects). Jansen et al (2015) analyzed dimensional comparison effects for five domains and found support for the hypotheses which derived from the DCT.…”

Section: The Generalized Internal/external Frame Of Reference Model (mentioning

confidence: 99%

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The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

Möller

2016

FLR

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“…A reciprocal internal/external frame of reference model has been formed on the basis of these three models (Marsh & Köller, 2004;Marsh et al, 2015). The first steps towards the establishment of this model were made quite a while ago (Marsh, 1986).…”

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confidence: 99%

Sex differences in mathematical achievement: Grades, national test, and self-confidence

Егорова¹,

Chertkova²

2016

Psych. Rus.

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Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society.The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept.The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs) and singletons (n = 2,227) attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010-2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ) twin pairs.The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math scores. Boys were more variable and there were more Sex differences in mathematical achievement: Grades, national test, boys at the right tail of the distribution. Girls with a positive math self-concept did better than boys on math tests. In groups of opposite-sex DZ twins, differences between the USE math scores of girls and boys were not significant.The results obtained are presumed to correspond more closely to assumptions about the roles of non-cognitive factors of variation in mathematical ability than the mathematical ability theory.

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Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains

Cited by 109 publications

References 66 publications

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

Sex differences in mathematical achievement: Grades, national test, and self-confidence

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