Are Dimensional Comparisons Performed Unconsciously? An Investigation of the Internal/External Frame of Reference Model Using Implicit Self-Concepts

Autor/inn/en	Wolff, Fabian; Helm, Friederike; Junge, Fynn; Möller, Jens
Titel	Are Dimensional Comparisons Performed Unconsciously? An Investigation of the Internal/External Frame of Reference Model Using Implicit Self-Concepts
Quelle	In: Journal of Educational Psychology, 112 (2020) 2, S.397-415 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000375
Schlagwörter	Models; Self Concept; Task Analysis; Comparative Analysis; Mathematics Achievement; Verbal Ability; Peer Groups; Student Attitudes; Rating Scales; Foreign Countries; Self Evaluation (Individuals); Grade 9; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Analogiemodell; Selbstkonzept; Aufgabenanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mündliche Leistung; Gleichaltrigengruppe; Peer Group; Schülerverhalten; Rating-Skala; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Deutschland
Abstract	Dimensional comparisons are comparisons of one's accomplishments between two domains (e.g., comparisons between math and verbal achievements) that affect our self-perceptions in the domains compared with each other. In particular, dimensional comparisons explain the seemingly paradoxical finding, described in the internal/external frame of reference (I/E) model, that students' math (verbal) achievement has a negative effect on their verbal (math) self-concept (dimensional comparison effect), while controlling for the positive effect of verbal (math) achievement on verbal (math) self-concept (social comparison effect). The present study is the first to examine awareness of dimensional and social comparisons by testing the I/E model with implicit and explicit self-concepts. Using a sample of 795 students from Germany, we measured students' implicit self-concepts using a go/no-go association task. Students' explicit self-concepts were measured using common rating scales. Overall, we were able to replicate the I/E model relations (negative dimensional comparison effects, positive social comparison effects) with both kinds of self-concept operationalization, suggesting that dimensional and social comparisons are also performed unconsciously. The effects of students' achievements on their explicit self-concepts were usually stronger than those on their implicit self-concepts. However, whereas (in line with prior studies of the I/E model) the dimensional comparison effects were significantly weaker than the social comparison effects in the I/E model with explicit self-concepts, dimensional and social comparison effects were equally strong in the I/E model with implicit self-concepts. This finding emphasizes the relative importance of dimensional comparisons in the process of implicit self-concept formation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01