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

Autor/inn/en	Marsh, Herbert W.; Kuyper, Hans; Seaton, Marjorie; Parker, Philip D.; Morin, Alexandre J. S.; Möller, Jens; Abduljabbar, Adel S.
Titel	Dimensional comparison theory: An extension of the internal/external frame of reference effect on academic self-concept formation. Gefälligkeitsübersetzung: Dimensionale Vergleichstheorie: Eine Erweiterung des Effekts des internalen/externalen Bezugsrahmens auf die Entstehung des akademischen Selbstkonzepts.
Quelle	In: Contemporary educational psychology, 39 (2014) 4, S. 326-341Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.08.003
Schlagwörter	Sozialer Vergleich; Begriffsbildung; Selbstkonzept; Sekundarbereich; Schüler; Schülerin; Leistung
Abstract	Empirically tested new theoretical predictions of academic self-concept (ASC) based on dimensional comparison theory (DCT) and its extension of the classic internal/external (I/E) model. 15,356 Dutch 9th grade students from 651 classes in 95 schools (mean age 14 years) completed 3 standardized achievement tests (Dutch reading comprehension, English reading comprehension, and mathematics) in 3 versions, designed for students from different tracks, with a partial overlap to enable equating of tests. Students also completed me vs. class (MeVclass) ratings (to measure social comparison processes) and student's grade reports were included in the analysis. Results showed that class marks were more highly correlated with ASCs than test scores. Far cross paths (dissimilar subjects, e.g., math compared to English and Dutch) were consistently negative, whereas near cross paths (similar subjects like English compared to Dutch) were consistently much smaller. Moreover, high class marks in one subject were more detrimental to self-concepts in different domains than high test scores, particularly when based on far comparisons. This became a self-fulfilling prophesy when students got better than expected class marks in their best subject and lower than expected marks in their weakest subjects. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3