Fabian Wolff
Biographic Data
| ID | 113564 |
|---|---|
| NAME | Fabian Wolff |
| GIVEN NAMES | Fabian |
| FAMILY NAME | Wolff |
| SIGNATURE | WOLFF F |
| AFFILIATIONS | Christian-Albrechts-Universität zu Kiel |
| ORCID | 0000-0001-6816-4317 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Long-Term Effects of an Intervention Targeting Dimensional and Temporal Comparisons on Students’ Math and English Academic Self-Concepts
Hörsch et al. (2026) developed the COMPASS intervention to foster students’ subject-specific self-concepts by addressing dimensional and temporal comparisons (i.e., comparisons of one’s own performance across subjects and with one’s own past performance) and related beliefs (positive interdependence between mathematical and verbal abilities and changeability of abilities). An assessment conducted immediately after the intervention showed that thi…
Comparisons in everyday life
Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison). The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life. In Study 1, a total of N = 130 university students…
ChatGPT in Nursing Education
Generative artificial intelligence (AI) offers new opportunities for individualized education, yet its effectiveness may vary across learners. This study examined whether ChatGPT improves nursing students’ performance in creating care plans and whether intelligence and language proficiency moderate this potential effect. A total of 221 nursing students completed two care plan tasks in randomized order—one with ChatGPT-4 support and one without. E…
Examining students’ implicit academic self-concepts and intrinsic values in a comprehensive framework integrating key elements of expectancy-value theory, dimensional comparison theory, and theory on …
Implicit academic self-concepts and intrinsic values describe students’ automatically activated perceived abilities and attitudes towards school subjects. In the present research, we examined these implicit constructs within the context of a framework that integrates key elements of three prominent theories from the field of educational psychology: expectancy-value theory, dimensional comparison theory, and theory on vocational interests. To this…
Boosting students’ academic self-concepts
Temporal comparison effects on students’ academic self-concepts
Wolff F, Petrak A, Dicke T, Möller J. Temporal Comparison Effects on Students' Academic Self-Concepts: An Investigation of Different Comparison Periods in the 2I/E Model With Weighted Achievement Levels. Journal of Educational Psychology . 2024
Planting the seed
The findings provide empirical support for the self-esteem model of burnout, which posits that burnout occurs as a result of a self-esteem that is contingent upon academic performance and compensatory excessive engagement. Furthermore, this study provides evidence of the long-term negative effects of parental academic negative conditional regard from school through the university years
(Dis)Similarity foci as accompaniment of social, dimensional, and temporal comparisons in academic self-concept formation
Social, dimensional, and temporal comparisons are important influencing factors of academic self-concepts. Typical consequences of these comparisons are assimilation and contrast effects, in which students adjust their self-assessment in subject-specific abilities closer to a comparison standard (assimilation) or further away from a comparison standard (contrast). However, the psychological mechanisms underlying these effects in social, dimension…
How does mindfulness relate to sustainable attitude and behavior? The role of possible mediators
The study’s primary goal is to investigate the relationship between different aspects of mindfulness which were carved out by a systematic literature review on sustainability through possible mediators. The relationship between different aspects of mindfulness (acceptance, acting with awareness, decentering, inner awareness, outer awareness, insight) and sustainable attitudes and behavior under the consideration of mediating variables (congruence…
Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts
Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other co…
Individualized teacher frame of reference and student self-concept within and between school subjects
Helm F, Wolff F, Möller J, Zitzmann S, Marsh HW, Dicke T. Individualized teacher frame of reference and student self-concept within and between school subjects. Journal of Educational Psychology . 2023;115(2):309-329
A longitudinal experiment examining the joint effects of social, dimensional, and temporal comparisons on self- and external assessments of students’ abilities
This study examined the joint effects of social comparisons (comparisons of one’s own achievements with those of others), dimensional comparisons (comparisons of one’s own achievements in different domains), and temporal comparisons (comparisons of one’s own achievements across time) on students’ ability assessments. For the first time a longitudinal experiment, using N = 411 students from German universities, was conducted to examine these compa…
The system of academic task values
This study synthesizes theories of achievement motivation to better understand the development of academic task values in high school students and their relation to college major selection. We utilize longitudinal structural equation modeling to understand how grades relate to task values, how task values across domains relate to one another over time, and how the system of task values relates to college major choice. In our sample of 1,279 high …
Educational stays abroad and the development of self-perceived grit
Grit can be viewed as a facet of conscientiousness consisting of the two sub-facets perseverance of effort and consistency of interest. Although ample research illustrates the importance of grit for educational attainment, little is known about its developmental trajectories. The goal of the present study was to examine the development of self-perceptions in the two grit facets during educational stays abroad in young adulthood. We measured grit …
The reciprocal 2I/E model
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Moderators of dimensional comparison effects
Wolff F, Zitzmann S, Möller J. Moderators of dimensional comparison effects: A comprehensive replication study putting prior findings on five moderators to the test and going beyond. Journal of Educational Psychology . 2021;113(3):621-640
A Meta-Analysis of Relations Between Achievement and Self-Concept
According to the internal/external frame of reference model, academic achievement has a strong impact on people’s self-concept, both within and between subjects. We conducted a series of meta-analyses of k = 505 data sets containing the six bivariate correlations between achievement and self-concept in two subjects. Negative paths from achievement to noncorresponding self-concept, indicating dimensional comparison effects, were strongest when the…
Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts
Wolff F, Helm F, Junge F, Möller J. Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts. Journal of Educational Psychology . 2020;112(2):397-415
Social, dimensional, and temporal comparisons by students and parents
Wolff F, Wigfield A, Möller J, Dicke A-L, Eccles JS. Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school. Journal of Educational Psychology . 2020;112(8):1644-1660
Testing the dimensional comparison theory
Intercultural Competence by International Experiences? An Investigation of the Impact of Educational Stays Abroad on Intercultural Competence and Its Facets
Intercultural competence (ICC) can be defined as a complex of abilities that are needed to interact with people from other cultures adequately and effectively. The goal of the present study was to investigate the development of ICC during international experiences. We conducted a quasi-experimental longitudinal study with a sample of N = 273 individuals. Whereas 199 participants went abroad for at least 3 months, the remaining 74 participants sta…
Dimensional comparison theory.
Although social comparison (Festinger, 1954) and temporal comparison (Albert, 1977) theories are well established, dimensional comparison is a largely neglected yet influential process in self-evaluation. Dimensional comparison entails a single individual comparing his or her ability in a (target) domain with his or her ability in a standard domain (e.g., "How good am I in math compared with English?"). This article reviews empirical findings fro…
Intercultural Competence by International Experiences? An Investigation of the Impact of Educational Stays Abroad on Intercultural Competence and Its Facets
Intercultural competence (ICC) can be defined as a complex of abilities that are needed to interact with people from other cultures adequately and effectively. The goal of the present study was to investigate the development of ICC during international experiences. We conducted a quasi-experimental longitudinal study with a sample of N = 273 individuals. Whereas 199 participants went abroad for at least 3 months, the remaining 74 participants sta…
The system of academic task values
This study synthesizes theories of achievement motivation to better understand the development of academic task values in high school students and their relation to college major selection. We utilize longitudinal structural equation modeling to understand how grades relate to task values, how task values across domains relate to one another over time, and how the system of task values relates to college major choice. In our sample of 1,279 high …
Testing the dimensional comparison theory
Dimensional comparison theory.
Although social comparison (Festinger, 1954) and temporal comparison (Albert, 1977) theories are well established, dimensional comparison is a largely neglected yet influential process in self-evaluation. Dimensional comparison entails a single individual comparing his or her ability in a (target) domain with his or her ability in a standard domain (e.g., "How good am I in math compared with English?"). This article reviews empirical findings fro…
Testing the dimensional comparison theory
Intercultural Competence by International Experiences? An Investigation of the Impact of Educational Stays Abroad on Intercultural Competence and Its Facets
Intercultural competence (ICC) can be defined as a complex of abilities that are needed to interact with people from other cultures adequately and effectively. The goal of the present study was to investigate the development of ICC during international experiences. We conducted a quasi-experimental longitudinal study with a sample of N = 273 individuals. Whereas 199 participants went abroad for at least 3 months, the remaining 74 participants sta…
A Meta-Analysis of Relations Between Achievement and Self-Concept
According to the internal/external frame of reference model, academic achievement has a strong impact on people’s self-concept, both within and between subjects. We conducted a series of meta-analyses of k = 505 data sets containing the six bivariate correlations between achievement and self-concept in two subjects. Negative paths from achievement to noncorresponding self-concept, indicating dimensional comparison effects, were strongest when the…
Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts
Wolff F, Helm F, Junge F, Möller J. Are dimensional comparisons performed unconsciously? An investigation of the internal/external frame of reference model using implicit self-concepts. Journal of Educational Psychology . 2020;112(2):397-415
Social, dimensional, and temporal comparisons by students and parents
Wolff F, Wigfield A, Möller J, Dicke A-L, Eccles JS. Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school. Journal of Educational Psychology . 2020;112(8):1644-1660
The reciprocal 2I/E model
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Moderators of dimensional comparison effects
Wolff F, Zitzmann S, Möller J. Moderators of dimensional comparison effects: A comprehensive replication study putting prior findings on five moderators to the test and going beyond. Journal of Educational Psychology . 2021;113(3):621-640
Educational stays abroad and the development of self-perceived grit
Grit can be viewed as a facet of conscientiousness consisting of the two sub-facets perseverance of effort and consistency of interest. Although ample research illustrates the importance of grit for educational attainment, little is known about its developmental trajectories. The goal of the present study was to examine the development of self-perceptions in the two grit facets during educational stays abroad in young adulthood. We measured grit …
Individualized teacher frame of reference and student self-concept within and between school subjects
Helm F, Wolff F, Möller J, Zitzmann S, Marsh HW, Dicke T. Individualized teacher frame of reference and student self-concept within and between school subjects. Journal of Educational Psychology . 2023;115(2):309-329
A longitudinal experiment examining the joint effects of social, dimensional, and temporal comparisons on self- and external assessments of students’ abilities
This study examined the joint effects of social comparisons (comparisons of one’s own achievements with those of others), dimensional comparisons (comparisons of one’s own achievements in different domains), and temporal comparisons (comparisons of one’s own achievements across time) on students’ ability assessments. For the first time a longitudinal experiment, using N = 411 students from German universities, was conducted to examine these compa…
The system of academic task values
This study synthesizes theories of achievement motivation to better understand the development of academic task values in high school students and their relation to college major selection. We utilize longitudinal structural equation modeling to understand how grades relate to task values, how task values across domains relate to one another over time, and how the system of task values relates to college major choice. In our sample of 1,279 high …
How does mindfulness relate to sustainable attitude and behavior? The role of possible mediators
The study’s primary goal is to investigate the relationship between different aspects of mindfulness which were carved out by a systematic literature review on sustainability through possible mediators. The relationship between different aspects of mindfulness (acceptance, acting with awareness, decentering, inner awareness, outer awareness, insight) and sustainable attitudes and behavior under the consideration of mediating variables (congruence…
Dimensional comparisons in the formation of faculty members’ research and teaching self-concepts
Dimensional comparisons—i.e., comparisons between achievements in different domains—have to date been examined particularly between students’ achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students’ mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other co…
Boosting students’ academic self-concepts
Temporal comparison effects on students’ academic self-concepts
Wolff F, Petrak A, Dicke T, Möller J. Temporal Comparison Effects on Students' Academic Self-Concepts: An Investigation of Different Comparison Periods in the 2I/E Model With Weighted Achievement Levels. Journal of Educational Psychology . 2024
Planting the seed
The findings provide empirical support for the self-esteem model of burnout, which posits that burnout occurs as a result of a self-esteem that is contingent upon academic performance and compensatory excessive engagement. Furthermore, this study provides evidence of the long-term negative effects of parental academic negative conditional regard from school through the university years
(Dis)Similarity foci as accompaniment of social, dimensional, and temporal comparisons in academic self-concept formation
Social, dimensional, and temporal comparisons are important influencing factors of academic self-concepts. Typical consequences of these comparisons are assimilation and contrast effects, in which students adjust their self-assessment in subject-specific abilities closer to a comparison standard (assimilation) or further away from a comparison standard (contrast). However, the psychological mechanisms underlying these effects in social, dimension…
Long-Term Effects of an Intervention Targeting Dimensional and Temporal Comparisons on Students’ Math and English Academic Self-Concepts
Hörsch et al. (2026) developed the COMPASS intervention to foster students’ subject-specific self-concepts by addressing dimensional and temporal comparisons (i.e., comparisons of one’s own performance across subjects and with one’s own past performance) and related beliefs (positive interdependence between mathematical and verbal abilities and changeability of abilities). An assessment conducted immediately after the intervention showed that thi…
Comparisons in everyday life
Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison). The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life. In Study 1, a total of N = 130 university students…
ChatGPT in Nursing Education
Generative artificial intelligence (AI) offers new opportunities for individualized education, yet its effectiveness may vary across learners. This study examined whether ChatGPT improves nursing students’ performance in creating care plans and whether intelligence and language proficiency moderate this potential effect. A total of 221 nursing students completed two care plan tasks in randomized order—one with ChatGPT-4 support and one without. E…
Examining students’ implicit academic self-concepts and intrinsic values in a comprehensive framework integrating key elements of expectancy-value theory, dimensional comparison theory, and theory on …
Implicit academic self-concepts and intrinsic values describe students’ automatically activated perceived abilities and attitudes towards school subjects. In the present research, we examined these implicit constructs within the context of a framework that integrates key elements of three prominent theories from the field of educational psychology: expectancy-value theory, dimensional comparison theory, and theory on vocational interests. To this…
Psychology (17 works) · Social Psychology (14 works) · Education, Achievement, and Giftedness (12 works) · Developmental psychology (11 works) · Cognitive psychology (7 works) · Mathematics education (7 works) · Computer Science (6 works) · Mathematics (6 works) · German (5 works) · Social comparison theory (5 works)