The 2I/E model: Integrating temporal comparisons into the internal/external frame of reference model.

Abstract

The 2I/E model is an extension of Marsh’s (1986) classical internal/external frame of reference (I/E) model. Whereas the classical I/E model describes the formation of academic self-concept by the joint operation of social (external) and dimensional (internal) comparisons, the 2I/E model integrates temporal comparisons as an additional internal comparison process. In the 2I/E model, paths from achievement levels to self-concepts in the same subject are assumed to represent social comparisons, paths from achievement levels to self-concepts in another subject are assumed to represent dimensional comparisons, and paths from achievement changes to self-concepts in the same subject are assumed to represent temporal comparisons. The present research validated the 2I/E model in six empirical studies with a total of more than 20,000 students. Generally, there were strong positive social comparison paths, moderate negative dimensional comparison paths, and small positive temporal comparison paths. Furthermore, the relations of the 2I/E model were replicated with both grades and standardized test scores as achievement indicators (Study 1 and Study 2). Dimensional comparison effects were stronger between dissimilar subjects, like math and German, than between similar subjects, like German and English (Study 2 and Study 3). Also, the relations of the 2I/E model were shown when prior self-concepts were controlled for (Study 4). Overall, the 2I/E model seems to have the potential to enrich future theory and research on self-concept formation and comparison processes.

A Meta-Analysis of Relations Between Achievement and Self-Concept

“…Another limitation is that the meta-analysis did not deal with temporal comparisons that might also affect self-concept. Wolff, Helm, Zimmermann, et al (2018), Wolff, Nagy, et al (2019), and Wolff, Helm, et al (2019), in experimental and field studies, analyzed the simultaneous effects of social, temporal, and dimensional comparisons on students’ academic self-concepts in various domains. In all studies, social, temporal, and dimensional comparisons showed significant effects on self-concept.…”

“…Recent extensions of comparison research that address the development of academic self-concepts dealt with three prominent comparison processes: social, temporal, and dimensional comparisons (Müller-Kalthoff et al, 2017; Wolff, Helm, Zimmermann, et al, 2018; Wolff, Nagy, et al, 2019). Social comparisons use others as interindividual standards in order to judge the self (Festinger, 1954; Gerber et al, 2018), whereas temporal comparisons use former achievements as intraindividual standards (Albert, 1977; Wilson & Ross, 2000), and dimensional comparisons use other domains as intraindividual standards (Möller & Köller, 2001a; Möller & Marsh, 2013).…”

Comparisons Across Dimensions, People, and Time: On the Primacy of Social Comparison in Self-Evaluations

“…Prior theory suggests that dimensional, social, and temporal comparisons are primary contributors to the self-concept (Albert, 1977; Festinger, 1954; Möller & Marsh, 2013), but few studies have examined the simultaneous effects of all three standards. Initial research suggests that social comparisons are more strongly associated with (Wolff, Helm, et al, 2018, study 3; Wolff, Nagy, et al, 2018) and have a descriptively larger effect on self-evaluations (Wolff, Helm, et al, 2018, study 1) than dimensional and temporal comparisons. The present research provides the first evidence that social comparisons have a significantly larger effect on self-evaluations than dimensional and temporal comparisons.…”

“…Despite being limited to only a few studies, emerging research examining three comparison sources is also consistent with the proposed primacy of social comparison. Specifically, longitudinal path-analytic studies of academic self-evaluations found large, medium, and small associations of self-evaluations with social, dimensional, and temporal comparison information, respectively (Wolff, Helm, et al, 2018, study 3; Wolff, Nagy, et al, 2018). Such data are impressive in their demonstration of comparison associations with self-evaluations in large samples (i.e., tens of thousands of students) and in externally valid conditions; however, the use of nonexperimental methods prevents causal conclusions.…”

The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models

“…Furthermore, students can easily compare their own school grades in one subject with other students’ school grades in the same subject (social comparisons), with their own school grades in other subjects (dimensional comparisons), and with their own school grades in the same subject at previous points in time (temporal comparisons). These comparison processes have been conceptualized as an important mechanism of ASC formation (Möller et al, 2009, 2020; Wolff et al, 2019). The findings from between-network analyses have supported the domain specificity of ASC.…”