Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school

Contrast and Assimilation Effects on Task Interest in an Academic Learning Task

“…However, because of a relatively stronger BFLP effect, the net result of the reference group's strength in terms of academic self-concept is still expected to be negative (Marsh, 1987). Since then, the BFLP effect on academic self-concept has been confirmed in school children from different countries (Marsh et al, 2005;Schurtz et al, 2014;Wouters, De Fraine, Colpin, Van Damme, & Verschueren, 2012), as well as in larger studies covering schools from various culturally and economically diverse countries (Chiu, 2012;Marsh & Hau, 2003;Seaton, Marsh, & Craven, 2009;Wang, 2015). Similar BFLP effects could also be found in young adults (Jonkmann, Becker, Marsh, Lüdtke, & Trautwein, 2012).…”

“…More specifically, these include BFLP effects on self-related constructs such as self-esteem (Jansen, Scherer, & Schroeders, 2015) and self-efficacy (Marsh, Trautwein, Lüdtke, & Köller, 2008), on general motivational variables such as educational and occupational aspirations (Marsh, 1991;Marsh & O'Mara, 2010;Nagengast & Marsh, 2011), on control expectations and strategies (Marsh et al, 2008), and on emotional variables such as test anxiety (Goetz, Preckel, Zeidner, & Schleyer, 2008;Zeidner & Schleyer, 1999) and emotionality (Goetz et al, 2008). Additionally, a similar BFLP effect could also be shown in regard to task interest (Köller, Schnabel, & Baumert, 2000;Schurtz et al, 2014;Trautwein, Lüdtke, Marsh, Köller, & Baumert, 2006), possibly reflecting the close connection between self-concept and interest. Trautwein and colleagues (2006) additionally tested for a BIRG effect on task interest.…”

“…The Self-Determination Theory (Deci & Ryan, 1985), one of the most popular motivational theories, has identified feelings of competence in a specific domain as crucial for the establishment of intrinsic motivation in that same domain, suggesting a possible explanation for empirical connections between selfconcept and interest found in several studies (e.g. Fryer, 2015;Schurtz, Pfost, Nagengast, & Artelt, 2014).…”

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

“…than self-concepts, i.e. self-regulated learning (Miller, 2000), emotions (Goetz, Frenzel, Hall, & Pekrun, 2008), intrinsic motivation (Marsh, Abduljabbar, Parker, Morin, Abdelfattah, Nagengast, Möller, & Abu-Hilal, 2015), and interest (Schurtz, Pfost, Nagengast, & Artelt, 2014).…”

Investigating the relationship between pre‐service physics teachers' professional knowledge, self‐concept, and interest

“…If pre‐service teachers indeed perceive CK and PCK as two distinct dimensions then dimensional comparisons should lead to contrasting effects negatively impacting the noncorresponding self‐concept and interest (Marsh et al, ; Möller & Marsh, ). Finally, the effect of professional knowledge on interest should be mediated through the respective self‐concept (Schurtz et al, ). Thus, our hypotheses are (see Figure ): CK and PCK positively affect the corresponding CK and PCK self‐concepts indicating social comparisons (Figure , solid lines, +). CK and PCK negatively affect the noncorresponding CK and PCK self‐concepts indicating dimensional comparisons (Figure , solid lines, ‐). CK and PCK positively affect the corresponding CK and PCK interests indicating social comparisons (Figure , dotted lines, +). CK and PCK negatively affect the noncorresponding CK and PCK interests indicating dimensional comparisons (Figure , dotted lines, ‐). The effects from CK and PCK on interests are mediated through the respective self‐concept dimensions (Figure , triangles). …”