Work

Extending the dimensional comparison theory through students’ academic effort

Year: 2025

Type: article

Abstract: Guided by the dimensional comparison theory ( Möller & Marsh, 2013 ), this study tested the new hypothesis that students form their academic self-concepts by comparing their academic effort across different achievement domains. The hypothesis was tested using a longitudinal study following German non-academic school students from Grades 5 to 8 (N = 3,880, 46 % female). The results of latent cross-lagged panel models showed that there were dimensional comparison effects on students’ self-concept formation from their effort in mathematics and German language arts, but in the opposite direction of comparison effects from students’ achievement. Students who reported working hard in one domain showed lower self-concept in that same domain but higher self-concept in the other domain. The results highlight that students compare their perceived academic effort to judge their academic ability in the respective achievement domains, which, in turn, adds an important new ingredient of the dimensional comparison theory.

Source: Contemporary Educational Psychology

DOI: 10.1016/j.cedpsych.2025.102378

Author: Richard Göllner

Institution: University of Potsdam

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,720