Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains
Bibliographic Data
| ID | 21301239 |
|---|---|
| Authors | Sirui Wan (0000-0002-8750-0977, University of Wisconsin-Madison , Madison, Wisconsin, corresponding author), Fani Lauermann (0000-0002-2051-1006, TU Dortmund University , Dortmund), Drew H Bailey (0000-0002-7812-1107, University of California, Irvine , Irvine, California), Jacquelynne S Eccles (0000-0002-6405-9330, University of California, Irvine , Irvine, California) |
| Year | 2023 |
| Volume | 94 |
| Issue | 1 |
| Pages | 272-287 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13856 |
| PMID | 36222078 |
| OpenAlex | W4304758121 |
| Language | EN |
| Citations received | 7 |
| References cited | 51 |
Dimensional comparisons (i.e., comparing own performances across domains) may drive an increasing differentiation in students' math and verbal self-concepts over time, but little longitudinal research has directly tested this assumption. Using cross-sequential data spanning Grades 1–12 (N = 1069, ages 6–18, 92% White, 2% Black, 51% female, collected 1987–1996), this study charted age-related changes in the role of dimensional comparisons in students' ability self-concept formation. It used three types of self-concept measures: peer comparisons, cross-domain comparisons, and no comparisons. Results indicated that the increase in students' use of dimensional comparisons in self-evaluations substantially contributed to the increasing differentiation in students' math and verbal self-concepts over time. Findings highlight the importance of dimensional comparisons in the development of students' ability self-concepts
Cognitive psychology · Developmental psychology · Longitudinal data · Longitudinal study · Nonverbal communication · Self-concept · Statistics · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology
The system of academic task values
The co-developmental process of math and reading motivational beliefs during childhood and early adolescence and its relation to educational attainment in college
Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains
Negative Self-Concept
Social and dimensional comparisons in the formation of L1 and L2 motivational beliefs among Chinese-English bilingual students in the Chinese mainland
A multidimensional examination of children's endorsement of gender stereotypes
The effect of social inhibition on preschoolers' behavior problems
The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
The murky distinction between self-concept and self-efficacy
The Development of Ability Conceptions
Dimensional comparison theory.
“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures
Temporal comparison theory.
Developmental Change in Children's Assessment of Intellectual Competence
Species Richness of Parasite Assemblages
From expectancy-value theory to situated expectancy-value theory
Expectancy–Value Theory of Achievement Motivation
Validity evidence for a short scale of college students’ perceptions of cost
A Meta-Analysis of Relations Between Achievement and Self-Concept
Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains
The reciprocal 2I/E model
Cross-Domain Trajectories of Students’ Ability Self-Concepts and Intrinsic Values in Math and Language Arts
Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains
An Extension of the Internal/External Frame of Reference Model
Structural equation modeling in practice
When do students begin to think that one has to be either a “math person” or a “language person”? A meta-analytic review
Frames of Reference for Self-Evaluation of Ability in Mathematics
Self-Concept and Self-Efficacy
The big three of comparative judgment
Academic competence and affect self-concepts in elementary school students
Testing the dimensional comparison theory
Ability self-concept formation in elementary school
Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults
Math-related career aspirations and choices within Eccles et al.’s expectancy–value theory of achievement-related behaviors
Math and science motivation
Self-evaluative effects of dimensional and social comparison
The Reciprocal Internal/External Frame of Reference Model
Verbal and Math Self-Concepts
A Theory of Social Comparison Processes
Schools as Developmental Contexts During Adolescence
| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |