Meta-analytic path analyses show math and verbal achievements correlate highly positively while the corresponding self-concepts correlate near zero, with significant negative cross-domain paths¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3 · i0–i3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The average correlation between math and verbal achievement is highly positive (r = 0.56) while the average self-concept correlation is remarkably lower (r = 0.07). → Jens Möller 2024 q3 i3 Dimensional comparison effects are significantly negative from math achievement to verbal self-concept (β = −0.17) and from verbal achievement to math self-concept (β = −0.20). → 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

q3 · i0 · review · r2

Renewed meta-analysis by Möller et al. (2020) of k = 118 independent datasets with N = 213,121 participants, updating the 2009 meta-analysis. The review reports "The average self-concept correlation was remarkably lower (r = 0.07, 2009: r = 0.10)" than the achievement correlation of r = 0.56.

"the average correlation between achievements in math and L1 was highly positive (r = 0.56, 2009: r = 0.67). The average self-concept correlation was remarkably lower (r = 0.07, 2009: r = 0.10)"

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

q3 · i3 · review · r2

Same renewed meta-analysis (k = 118 datasets, N = 213,121). Within-domain social comparison paths were substantial and positive (β = 0.57 math, β = 0.46 verbal), while "the dimensional comparison effects were significantly negative" across domains, replicating the 2009 meta-analysis of 69 studies.

"the dimensional comparison effects were significantly negative from math achievement to verbal self-concept (β = − 0.17; 2009: β = − 0.21), and β = − 0.20 from verbal achievement to math self-concept (2009: β = − 0.27)"

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• Dimensional comparisons predict cross-domain academic course and major choice, with negative effects of verbal-domain beliefs on math-related choices — related
• Mathematics self-concept correlates strongly with mathematics achievement (r = .43), while verbal self-concept barely does (r = .12) — related
• Students' math and verbal self-concepts are near-zero correlated even though their math and verbal achievement levels are strongly positively correlated — possibly the same claim (merge candidate)
• The net effect of dimensional comparisons is contested: early evidence suggested a positive net effect, but later experiments found downward and upward effects cancel out — related
• Meta-analytic evidence supports strong positive within-domain effects and small to moderate negative between-domain effects in the classic I/E model — related