COMPASS: a theory-driven intervention addressing dimensional and temporal comparison processes and their associated beliefs¶

Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

COMPASS (comparison processes in students' self-concept formation) is an intervention framework that enhances subject-specific academic self-concepts by educating students about dimensional comparisons (comparisons of one's own performance across subjects) and temporal comparisons (comparisons with one's own past performance) and the beliefs moderating them. The article states that "COMPASS represents a coherent, theory-driven application of comparison theories that jointly addresses dimensional and temporal comparison processes and their associated beliefs." Its modules work with psychoeducation, exercises, and discussions, delivered in roughly 120 minutes with lectures, class discussions, group exercises, and mnemonic posters.

Design Implications¶

Context¶

Requirements¶

Delivery in regular school lessons by trained intervention leaders with group sizes limited to a maximum of 20 students to ensure active discussion engagement

Constraints¶

The social comparison module was excluded because it did not change the targeted belief and led to an unintended decrease in students' German self-concept, and the cohort-comparison idea is not applicable in nonacademic track schools

Target Learners¶

Students in Grades 9 to 11 at German secondary schools of the academic track

Learning Goals¶

Subject-specific academic self-concepts in math or English
Belief in the positive interdependence of mathematical and verbal abilities
Belief in the changeability of abilities

Claims¶

Examples¶

-

Key Sources¶

Hörsch, H., Schumacher, J., & Wolff, F. (2026). Long-Term Effects of an Intervention Targeting Dimensional and Temporal Comparisons on Students' Math and English Academic Self-Concepts: A Waiting-List Replication and Extension Study. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10137-4

Page metadata

Field	Value
`type`	`design`
`id`	`compass-comparison-intervention-framework`
`title`	`COMPASS: a theory-driven intervention addressing dimensional and temporal comparison processes and their associated beliefs`
`description`	`COMPASS (comparison processes in students' self-concept formation) is an intervention framework that enhances subject-specific academic self-concepts by educating students about dimensional comparisons (comparisons of...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-19`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `hörsch-2026`

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