Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts.

Autor/inn/en	Wolff, Fabian; Helm, Friederike; Junge, Fynn; Möller, Jens
Titel	Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts.
Quelle	In: Journal of educational psychology, 112 (2020) 2, S. 397-415Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000375
Schlagwörter	Sozialer Vergleich; Selbstkonzept; Schüler; Begabung; Leistung; Sekundarbereich; Schüler; Begabung; Leistung
Abstract	Dimensional comparisons are comparisons of one's accomplishments between two domains (e.g., comparisons between math and verbal achievements) that affect our self-perceptions in the domains compared with each other. In particular, dimensional comparisons explain the seemingly paradoxical finding, described in the internal/external frame of reference (I/E) model, that students' math (verbal) achievement has a negative effect on their verbal (math) self-concept (dimensional comparison effect), while controlling for the positive effect of verbal (math) achievement on verbal (math) self-concept (social comparison effect). The present study is the first to examine awareness of dimensional and social comparisons by testing the I/E model with implicit and explicit self-concepts. Using a sample of 795 students from Germany, we measured students' implicit self-concepts using a go/no-go association task. Students' explicit self-concepts were measured using common rating scales. Overall. we were able to replicate the I/E model relations (negative dimensional comparison effects, positive social comparison effects) with both kinds of self-concept operationalization. Suggesting that dimensional and social comparisons are also performed unconsciously. The effects of students' achievements on their explicit self-concepts were usually stronger than those on their implicit self-concepts. However, whereas (in line with prior studies of the I/E model) the dimensional comparison effects were significantly weaker than the social comparison effects in the I/E model with explicit self-concepts, dimensional and social comparison effects were equally strong in the I/E model with implicit self-concepts. This finding emphasizes the relative importance of dimensional comparisons in the process of implicit self-concept formation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2021/2