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Developmental Changes in Students' Use of Dimensional Comparisons to Form Ability Self-Concepts in Math and Verbal Domains

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Bibliographic Details
Title: Developmental Changes in Students' Use of Dimensional Comparisons to Form Ability Self-Concepts in Math and Verbal Domains
Language: English
Authors: Wan, Sirui (ORCID 0000-0002-8750-0977), Lauermann, Fani, Bailey, Drew H., Eccles, Jacquelynne S.
Source: Child Development. Jan-Feb 2023 94(1):272-287.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2023
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Science Foundation (NSF)
Contract Number: HD17553
DRL1108778
HRD1231347
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Developmental Stages, Self Concept, Student Development, Elementary School Students, Secondary School Students, Age Differences, Verbal Ability, Mathematics Achievement, Self Evaluation (Individuals)
DOI: 10.1111/cdev.13856
ISSN: 0009-3920
1467-8624
Abstract: 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1359909
Database: ERIC
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Abstract: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.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.13856