Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-11-14 DOI:10.1016/j.learninstruc.2024.102049

Marlene Wunberg , Alexandra Petrak , Jens Möller , Julian F. Lohmann , Fabian Wolff

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引用次数: 0

Abstract

Background

According to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers.

Aims

This study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time.

Sample

Participants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers.

Methods

We investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling.

Results

Our results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers.

Conclusions

Given the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.

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自我评价和外部评价的比较效应：测试 2I/E 模型对学业轨道学校学生家长和教师的普适性

背景根据 2I/E 模型，社会、维度和时间比较是决定学生学业自我概念的关键因素。本研究旨在首次考察 2I/E 模型对不同家长和教师评分的普适性。样本参与者为德国学术轨道学校的 545 名九年级学生、他们的家长、数学教师和德语教师。方法我们使用结构方程模型研究了社会、维度和时间比较对学生自我概念、家长和教师对学生自我概念的评价以及家长和教师对学生数学和德语能力的评价的共同影响。结果我们的结果有力地支持了2I/E模型对学生自我概念的假设，因为我们在两个领域都发现了较强的社会、适度的维度和较小的时间比较效应。在家长对学生自我概念和能力的评价中，我们发现了强烈的社会比较效应，以及除家长对德语能力的评价外的中度到轻度的维度比较效应。对于教师对学生自我概念和能力的评分，结果显示在两个领域中都只有较强的社会比较效应。结论鉴于家长和教师的评分缺乏时间比较效应，本研究的结果对 2I/E 模型在外部评分中的推广性提出了质疑。然而，研究结果也指出了社会和维度比较效应对家长和教师评分的有趣差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.