Future research should examine additional outcome variables, alternative mediators, and non-achievement independent variables to further test the GI/E model.¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The authors propose extending GI/E research along several lines: examining further outcome variables influenced by dimensional comparisons, investigating mediator variables such as students' attributions for success and failure or perceptions of accountability, and studying which variables besides achievement are subject to social and dimensional comparison processes — "the question of what is compared, see the “With What” question in Möller & Marsh, 2013." They also recommend longitudinal and experimental designs to examine reciprocal relations and causal inferences.

Design Implications¶

Context¶

Requirements¶

• Studies need designs capable of testing dimensional comparison effects, ideally longitudinal or experimental

Constraints¶

• Existing extensions including this study have still used achievement as the independent variable; diary studies offer only first insights into comparisons of personality characteristics and physical attractiveness

Target Learners¶

• students across school types and age groups

Target Learning Goals¶

• identifying the scope and mechanisms of dimensional comparison processes in educational outcomes

Affordances¶

• Gie Model Extended Outcomes

Claims¶

• The GI/E pattern of relations between achievement and perceptions of the learning environment generalizes across same-aged elementary school students and students attending high-ability secondary schools. [+W]
• Math and language achievement are positively related to students' perceptions of the learning environment in matching domains but negatively related or unrelated across non-matching domains, supporting the GI/E model for perceptions of instructional quality and student-teacher relations. [+W]
• Perceived instructional quality is more strongly related to student achievement than perceived student-teacher relations, within and across domains. [+W]
• The GI/E pattern of relations between achievement and learning-environment perceptions is more pronounced for math achievement than for language achievement. [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Arens, A.K., & Möller, J. (2016). Dimensional comparisons in students' perceptions of the learning environment. Learning and Instruction, 42, 22–30. https://doi.org/10.1016/j.learninstruc.2015.11.001