TY - JOUR

T1 - Social and dimensional comparison effects on math and reading self-concepts of elementary school children

AU - Lohbeck, Annette

AU - Möller, Jens

PY - 2017/2/1

Y1 - 2017/2/1

N2 - The big-fish-little-pond model (BFLP) and the internal/external (I/E) frame of reference model highlight the great influence of social and dimensional comparison effects on academic self-concepts (ASCs). In the present study of 291 elementary school children in Grade 2, both models were tested in a unifying framework based on math and reading self-concepts and achievements. The aim was to test the BFLP model, the I/E model, and the revisited I/E model integrating both the predictions of the BFLP model and the I/E model. Results showed significantly positive within-domain achievement-self-concept relations, but no significantly negative cross-domain achievement-self-concept relations. Moreover, there were higher relations between individual achievements than between ASCs, while no support was found for positive compensatory effects of class-average achievements on ASCs. The within and cross-domain effects were generally smaller than the ones reported for older students. This research indicates that social and dimensional comparison effects on ASCs are of less importance in second graders.

AB - The big-fish-little-pond model (BFLP) and the internal/external (I/E) frame of reference model highlight the great influence of social and dimensional comparison effects on academic self-concepts (ASCs). In the present study of 291 elementary school children in Grade 2, both models were tested in a unifying framework based on math and reading self-concepts and achievements. The aim was to test the BFLP model, the I/E model, and the revisited I/E model integrating both the predictions of the BFLP model and the I/E model. Results showed significantly positive within-domain achievement-self-concept relations, but no significantly negative cross-domain achievement-self-concept relations. Moreover, there were higher relations between individual achievements than between ASCs, while no support was found for positive compensatory effects of class-average achievements on ASCs. The within and cross-domain effects were generally smaller than the ones reported for older students. This research indicates that social and dimensional comparison effects on ASCs are of less importance in second graders.

KW - Dimensional comparison

KW - Elementary school children

KW - Self-concept

KW - Social comparison

KW - Psychology

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85010042372&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2017.01.013

DO - 10.1016/j.lindif.2017.01.013

M3 - Journal articles

AN - SCOPUS:85010042372

VL - 54

SP - 73

EP - 81

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -