Testing the dimensional comparison theory: When do students prefer dimensional comparisons to social and temporal comparisons?

Wolff, Fabian; Helm, Friederike; Möller, Jens

doi:10.1007/s11218-018-9441-2

Cited by 42 publications

(45 citation statements)

References 26 publications

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“…In particular, there is a strong distinction between math and verbal domains, with students tending to report higher ASCs and intrinsic values in either math or verbal domains (e.g., Gaspard et al, ). To explain this phenomenon, Marsh () developed the internal/external frame of reference model, which posits that students’ ASCs are affected by contrasting comparisons of their achievements across math and verbal domains; Möller and Marsh () extended these ideas in their dimensional comparison theory (also see Wolff, Helm, & Möller, ). For instance, high performance in the verbal domain sets a high standard against which students compare their math performance; consequently, students’ verbal performance negatively affects their ASC in math, and vice versa, when performance in the same domain is controlled for (for a meta‐analysis, see Möller, Pohlmann, Köller, & Marsh, ).…”

Section: Theoretical Framework: Evt and Dimensional Comparison Theorymentioning

confidence: 99%

Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts

et al. 2019

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Different cross‐domain trajectories in the development of students’ ability self‐concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross‐sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.

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Section: Theoretical Framework: Evt and Dimensional Comparison Theorymentioning

confidence: 99%

Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts

et al. 2019

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“…Several theories imply that individual differences in values (Shavelson et al, 1976), goals (Nicholls, 1984), desired self-images (Festinger, 1954), and developmental stage (Harter, 1998) may lead students to find certain sources of ability feedback more important than others. Recent work on social comparison theory, especially, has empirically shown that striving for self-assessment or self-differentiation can influence which ability feedback sources students find most relevant (Gniewosz et al, 2011; Wolff et al, 2018). Our findings provide further empirical evidence that this phenomenon, which we term “selective importance,” does indeed occur.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, students asked to think about how they will decide if they are good at math next year may be more able to consider what feedback they will select without conflating that characteristic with what their environment has already given them. Fictitious vignettes may also be helpful in controlling for individual differences in unmeasured contextual influences (see Wolff et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Students’ pursuit of self-assessment (striving for accurate self-knowledge) may lead them to prioritize parent appraisals over peer comparisons, and vice-versa, in certain circumstances (Gniewosz et al, 2011). Meanwhile, students’ pursuit of self-differentiation (striving to identify strengths and weaknesses) may lead them to prioritize dimensional comparisons (Wolff, Helm, & Möller, 2018). Ultimately, self-concept construction is a flexible, adaptive process (Gniewosz et al, 2011; Sedikides, Skowronski, & Gaertner, 2004), in which adolescents demonstrate their ability to place greater importance on sources of ability feedback that fit their individual needs.…”

Section: Introductionmentioning

confidence: 99%

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Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept

McPartlan

Umarji

Eccles

2020

The Journal of Early Adolescence

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We illustrate how early adolescents use different patterns of ability feedback to promote a positive self-concept of ability (SCA) in mathematics. Students can simultaneously use ability appraisals from parents and teachers, while also drawing information from peer, dimensional, and temporal comparisons. Although we find these five sources are equally important for promoting students’ positive SCA, on average, we use a pattern-centered approach to show that students who believe they are good at math often select certain feedback sources as more important to develop this belief. We find that students’ patterns of ability feedback are unstable, with evidence suggesting different patterns may emerge depending on the availability of ability feedback. Findings suggest early adolescents attempting to promote their own positive SCA in mathematics may know to seek different feedback sources depending on their individual circumstances. Implications are discussed through the lens of social comparison theory.

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“…Dimensional comparisons are not a transient source of bias in children's reports. Wolff, Helm, and Möller () suggested that dimensional comparisons are used by adolescents to differentiate the self, a motivation that may only be held by children and not parents or teachers.…”

Section: Discussionmentioning

confidence: 99%

Child, Mother, Father, and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Putnick

Hahn

Hendricks

et al. 2019

J of Research on Adolesc

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Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.

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Testing the dimensional comparison theory: When do students prefer dimensional comparisons to social and temporal comparisons?

Cited by 42 publications

References 26 publications

Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts

Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts

Selective Importance in Self-Enhancement: Patterns of Feedback Adolescents Use to Improve Math Self-Concept

Child, Mother, Father, and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

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