The 2I/E model is supported: social comparison effects are moderate, dimensional comparison effects small to moderate, and temporal comparison effects small on math and verbal self-concepts¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i? The IPD meta-analysis of all prior 2I/E model studies (N = 45,248) provided strong support for the 2I/E model, with moderate social, small to moderate dimensional, and small temporal comparison effects. → Fabian Wolff · Jens Möller 2022
Evidence¶
Fabian Wolff · Jens Möller 2022¶
Fabian Wolff · Jens Möller. (2022). An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students' Academic Self-Concepts. Educational Psychology Review (2022) 34:2569–2608. https://doi.org/10.1007/s10648-022-09686-1
q4 · i? · quant-synthesis · r?
IPD meta-analysis reanalyzing raw data from all prior 2I/E model studies (10 datasets, N = 45,248) with unified regression models. The article reports "moderate social comparison effects, small to moderate dimensional comparison effects, and small temporal comparison effects"; no standardized coefficients for these pooled effects are quoted in the available text.
"This IPD meta-analysis provided strong support for the 2I/E model: There were moderate social comparison effects, small to moderate dimensional comparison effects, and small temporal comparison effects on students' math and verbal self-concepts."
Discussion¶
Learner Variables¶
- Academic Self-Concept — outcome: instruction changes it
Related Claims¶
- Within-subject achievement effects in the classic I/E model confound social and dimensional comparisons; using the math–verbal achievement difference as predictor isolates each comparison type — related
- Students' math and verbal self-concepts are near-zero correlated even though their math and verbal achievement levels are strongly positively correlated — a narrower finding that bears on this claim
- Gender and migration background have only very small impacts on the strength of single comparison effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ipd-meta-2ie-model-supported-moderate-social-small-temporal-effects |
title |
The 2I/E model is supported: social comparison effects are moderate, dimensional comparison effects small to moderate, and temporal comparison effects small on math and verbal self-concepts |
description |
The 2I/E model is supported: social comparison effects are moderate, dimensional comparison effects small to moderate, and temporal comparison effects small on math and verbal self-concepts |
status |
review |
evidence_strength |
strong |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fabian-wolff-jens-möller-2022 |
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