Literaturnachweis - Detailanzeige
| Autor/inn/en | Pohlmann, Britta; Möller, Jens |
|---|---|
| Titel | On the benefit of dimensional comparisons. |
| Quelle | In: Journal of educational psychology, 101 (2009) 1, S. 248-258Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Kompetenz; Sozialer Vergleich; Fähigkeit; Selbstkonzept; Selbstvertrauen; Schule; Sekundarbereich; Begabung; Ausbildung; Hochschule; Leistung |
| Abstract | Investigates the effects of upward and downward comparisons of achievement in 2 domains. In particular, the authors test whether dimensional comparisons result in net gains or net loses in subject-specific self-concept via 2 field studies and 1 experimental study. Study 1 used report card grades as performance indicators. Participants were 292 (55.8 percent female, mean age 15.4 years, 7th-13th grade) secondary school (Gymnasium) students. A 5-item scale was used to assess subject-specific self-concepts of ability. Results indicated that downward dimensional comparisons proved to be stronger than upward dimensional comparisons. Study 2 relied on scores of a standardized achievement test. Participants were 1,349 5th grade students (49.8 percent female, mean age 10.5 years) from 60 classes in all tracks of the German secondary school system. Measures included 2 texts to assess reading comprehension from the Progress in International Reading Literacy Study (PIRLS) and a questionnaire to assess students' math grades and self-concept of mathematical ability. Results of Study 2 replicated those of Study 1. In Study 3, achievement feedback was experimentally manipulated to validate the findings of the field studies by testing whether upward or downward dimensional comparisons have stronger effects on self-concept under laboratory conditions. Participants were 82 teacher education university students (76.8 percent female, aged 18-40 years). A word analogies test and a figure analogies test was derived from 2 subtests of the Cognitive Abilities Test for Grades 4-13 and applied. Results of Study 3 confirm the results of the 1st 2 studies. Larger effects for downward than for upward comparisons in both self-perceived competence and satisfaction with test outcomes in an experimental setting were found. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2009/4 |
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