What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice

Autor/inn/en	von Keyserlingk, Luise; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne S.
Titel	What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice
Quelle	In: AERA Open, 7 (2021) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (von Keyserlingk, Luise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Foreign Countries; College Students; Majors (Students); High School Seniors; Self Concept; Academic Achievement; Academic Ability; Preferences; Expectation; Germany + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Selbstkonzept; Schulleistung; Expectancy; Erwartung; Deutschland
Abstract	Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students' self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01