Dimensional comparison effects extend to subjective task values, with contrast effects strongest for intrinsic value and costs and lowest for utility value, often mediated by self-concept¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-24 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Across five academic domains, evidence for dimensional comparisons was stronger in self-concept than in values, with contrast effects strongest for intrinsic value and costs and lowest for utility value. → Jens Möller 2024 q2 i? Negative paths from achievement in one domain to task values in another are significant but smaller than paths to self-concept of ability, and are often mediated by self-concept. → Jens Möller 2024 (2)

Evidence¶

Jens Möller 2024¶

Jens Möller. (2024). Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09918-6

q2 · i? · review · r2

The review reports Gaspard et al. (2018) analyzed dimensional achievement comparison effects on self-concepts and task values across German, English, biology, physics, and math, finding "stronger evidence for dimensional comparisons in self-concept than in values" with facet-specific variation.

"finding stronger evidence for dimensional comparisons in self-concept than in values. However, the results varied substantially across the value facets under investigation. Contrast effects were strongest for intrinsic value and costs, and lowest for utility value."

Jens Möller 2024 (2)¶

Jens Möller. (2024). Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09918-6

q2 · i? · review · r2

The review's summary of studies including mediation findings (Gniewosz et al., 2015; Schurtz et al., 2014; Dörendahl et al., 2021) in which negative cross-domain effects on intrinsic values, interest, and achievement goals were mediated through academic self-concepts.

"we can assume that negative paths from achievement in one domain to STVs in another indicate that dimensional comparisons are significant, but smaller than those to self-concept of ability, and are often mediated by self-concept."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Math self-concept is more highly correlated with intrinsic value and low cost than with attainment and utility value — related
• Dimensional comparisons predict cross-domain academic course and major choice, with negative effects of verbal-domain beliefs on math-related choices — related
• Dimensional comparisons: achievement–self-concept paths are positive in similar subjects but negative in dissimilar subjects — related
• Dimensional comparisons carried out by teachers and classmates show no contrast effects on students' self-concepts, unlike students' own comparisons — related
• Subject similarity moderates dimensional comparison effects: far comparisons (e.g., math vs. verbal) yield strong contrast effects, near comparisons yield weaker contrast or assimilation effects — related
• Achievement shows positive within-domain and negative cross-domain effects on academic self-concept and value, replicating dimensional comparison theory — related
• Grades show mediated dimensional comparison effects on course choices via self-concept and value — related