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

In a comprehensive study (15,356 Dutch 9th grade students from 651 classes in 95 schools) we empirically tested the dimensional comparison theory (DCT) propositions formulated by Möller & Marsh (2013) as an extension of I/E theory, exploring methodological, theoretical, and substantive insights. According to DCT, academic self-concepts (ASC) are formed in relation to dimensional comparisons in different school subjects, as well as to social and temporal comparisons. In support of DCT predictions, paths from achievement to ASC in matching domains were substantially positive, but paths to non-matching domains (e.g., math achievement to verbal self-concept) were significantly negative. Extending DCT, we show that the more dissimilar the subjects, the more negative the cross paths (far comparisons), whereas cross paths relating more similar subjects (near comparisons) are much less negative and sometimes positive. Extending previous self-concept research and its integration with DCT, we found that positive paths for matching domains and negative paths for non-matching domains were larger for class marks based on classroom performance than for standardized test scores. Controlling for direct measures of social comparison (meVclass ratings of how each student compares to classmates) substantially reduced positive paths from achievement to ASC in matching domains, but also reduced the size of the negative paths from non-matching domains. Supplemental analyses suggest that dimensional comparison processes in both subjective rankings and actual class marks are consistent with those found in ASCs. © 2014 Elsevier Inc. All rights reserved. 1. Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic selfconcept formation Self-concept is one of the oldest constructs in psychology, a major focus in many disciplines, and an important mediating factor that facilitates the attainment of various desirable outcomes aside from positive self-concept itself (Marsh, 2007). In educational settings, a positive academic self-concept (ASC) is both a highly desirable goal and a means of facilitating subsequent academic achievement, academic accomplishments, and educational choice behaviors such as subject choice, coursework selection, academic persistence, and long-term educational attainment (e.g., Chen, Yeh, Hwang, & Lin, 2013; Guay, Larose, & Boivin, 2004; Marsh, 1991; Pinxten, De Fraine, Van Damme, & D’Haenens, 2010; Parker, Marsh, Ciarrochi, Marshall, & Abduljabbar, 2013). Theoretical models of ASC formation underscore the importance of frames of reference (Marsh, 2007): The same objective achievements can lead to highly different self-concepts, depending on the standards of comparison or frames of reference that individuals use to evaluate themselves, and can have important implications for future choices, performance, and behaviors. In the broader psychological literature, the two most frequently posited frames of reference are social and temporal comparisons (Albert, 1977; Festinger, 1954; Möller, 2005; Möller, Pohlmann, Köller, &Marsh, 2009; Möller, Retelsdorf, Köller, &Marsh, 2011); self-perceptions are based in part on how current accomplishments comparewith past performances (temporal comparisons) and how they compare with the accomplishments of others in one’s immediate context (social comparisons; e.g., classmates in one’s school or class). However, in their theoretical founding of dimensional comparison theory (DCT), Möller andMarsh (2013) emphasize that: “Although social comparison (Festinger, 1954) and temporal This paper was made possible in part by grants from the Australian Research Council (DP130102713; DP140101559) and from the Netherlands Organisation for Scientific Research (NWO; grant number 411-20-430). * Corresponding author. Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, NSW, 2135 Australia. E-mail address: [email protected] (H.W. Marsh). http://dx.doi.org/10.1016/j.cedpsych.2014.08.003 0361-476X/© 2014 Elsevier Inc. All rights reserved. Contemporary Educational Psychology 39 (2014) 326–341