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Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts of N=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-concepts within the verbal and numerical domains, while; (c) self-concepts between the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding selfconcepts; (e) negative paths were found from achievement in one

Dimensional comparisons seem to be of particular importance for students with negative interdependence beliefs.

The internal/external frame of reference (I/E) model by Marsh (Am Educ Res J 23:129-149, 1986) assumes that, besides social comparisons with their classmates, students engage in intraindividual, dimensional comparisons, comparing their own achievement in one subject with their achievement in other subjects. These dimensional comparison processes are assumed to result in negative paths from achievement in one subject (e.g., math) to self-concept in another (e.g., the verbal domain). In a study with N = 270 students, we investigated the generalizability of the I/E model to students with learning disabilities. Analyses showed positive correlations between math and German achievement and positive effects of achievement in both subjects on the corresponding domain-specific self-concept. Verbal and math self-concepts were almost uncorrelated. Moreover, there were negative effects of achievement in one domain on self-concept in the other. Our results therefore indicate that the I/E model can be generalized to students with learning disabilities.Keywords Comparison processes · Self-concept · I/E model · Students with learning disabilities According to Shavelson et al. (1976), self-concepts or self-images develop as a result of one's experiences with the environment and one's evaluations of these experiences. The opinions of significant others, concrete feedback, and causal attributions play a decisive role in the process of self-concept development. Academic self-concepts are

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