Social and dimensional comparison effects on math and reading self-concepts of elementary school children
Social and dimensional comparison effects on math and reading self-concepts of elementary school children
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DOI：
10.1016/j.lindif.2017.01.013
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发表时间：
2017-02-01
影响因子：
3.6
通讯作者：
Moeller, Jens
中科院分区：
文献类型：
--
作者：
Lohbeck, Annette;Moeller, Jens
大鱼小塘模型（BFLP）和内/外参考框架模型（I/E）强调了社会和维度比较效应对学术自我概念（ASCs）的巨大影响。本研究以291名小学二年级儿童为研究对象，在数学和阅读自我概念与成就的统一框架下对这两个模型进行了测试。目的是测试BFLP模型、I/E模型，以及整合BFLP模型和I/E模型预测的重新审视的I/E模型。结果显示，领域内成就与自我概念的关系为显著正相关，而跨领域成就与自我概念的关系为显著负相关。此外，个体成绩之间的关系高于类别平均成绩之间的关系，而班级平均成绩对类别平均成绩的正向补偿效应没有得到支持。跨领域和领域内的影响通常小于年龄较大的学生。本研究表明，社会比较效应和维度比较效应在二年级学生的自我认知行为中不太重要。(C) 2017爱思唯尔公司版权所有。
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. (C) 2017 Elsevier Inc. All rights reserved.