Dimensional Comparison Theory : Paradoxical relations between self-beliefs and achievements in multiple domains

By Herbert W. Marsh, O. Lüdtke, Benjamin Nagengast, Ulrich Trautwein, Adel S. Abduljabbar, F. Abdelfattah, Malte Jansen. 2015

128 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c98ead7bfe2b0837d66dac8c4fa646d10c06a9f4

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Psychosocial Factors and Community College Student Success (2017, background): “Self-concept, or the composite view of one’s self (Marsh et al., 2015), has been consistently identified as a positive predictor of academic success (Valentine, DuBois, & Cooper, 2004).”
Dimensional Comparison Theory (2013, background): “, Möller, Pohlmann, Köller, & Marsh, 2009; Marsh et al., 2014, 2015) and introspective studies (Möller & Husemann, 2006). Furthermore, experimental studies demonstrate the impact of dimensional comparisons on math-related and verbal self-concepts. Möller and Köller (2001), for example, set participa”
Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. (2015, background): “Third, they compare their performance in one domain with their own performance in other domains thus developing a profile of self-perceived strengths and weaknesses (dimensional comparisons; Marsh, 1986; Marsh et al., 2015; Möller & Marsh, 2013).”
Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, methodology): “Typically, academic self-concept is subject-specific (Marsh et al., 2015; Valentine, DuBois, & Cooper, 2004); thus, in this study, we use the term math self-concept to refer to a collection of self-perceived beliefs and attitudes about one’s own abilities and competences in math (Bong & Skaalvik,…”
On the Effects of Social, Temporal, and Dimensional Comparisons on Academic Self-Concept (2018, background): “, Wilson & Ross, 2001), and dimensional comparisons (e.g., Helm, Müller-Kalthoff, Nagy, & Möller, 2016; Marsh et al., 2015) may vary between contrast and assimilation as a function of the perceived (dis-)similarity between the persons, points in time, and domains that are compared with each other.”
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, methodology): “…country-specific idiosyncratic effects, is well-aligned with the approach typically taken in the study of similar educational phenomenon (e.g., the Internal-External frames of reference [I/E] model, the Big-Fish Little-Pond effect) using large international data sets (Marsh et al., 2014, 2015).”
A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “There is a need for additional studies testing whether or not students spontaneously conduct dimensional comparisons between similar subjects, as Möller and Husemann (2006) did in their diary study.”