دانلود مقاله ISI انگلیسی شماره 61855
عنوان فارسی مقاله

نظریه مقایسه ابعادی: یک فرمت از قاب داخلی/خارجی اثر مرجع بر روی شکل گیری خود انگاره علمی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
61855 2014 16 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic self-concept formation
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Contemporary Educational Psychology, Volume 39, Issue 4, October 2014, Pages 326–341

کلمات کلیدی
خودانگاره علمی ؛ نظریه مقایسه ابعادی؛ نظریه مقایسه اجتماعی؛ قاب جلوه های مرجع؛
پیش نمایش مقاله
پیش نمایش مقاله نظریه مقایسه ابعادی: یک فرمت از قاب داخلی/خارجی اثر مرجع بر روی شکل گیری خود انگاره علمی

چکیده انگلیسی

In a comprehensive study (15,356 Dutch 9th grade students from 651 classes in 95 schools) we empirically tested the dimensional comparison theory (DCT) propositions formulated by Möller & Marsh (2013) as an extension of I/E theory, exploring methodological, theoretical, and substantive insights. According to DCT, academic self-concepts (ASC) are formed in relation to dimensional comparisons in different school subjects, as well as to social and temporal comparisons. In support of DCT predictions, paths from achievement to ASC in matching domains were substantially positive, but paths to non-matching domains (e.g., math achievement to verbal self-concept) were significantly negative. Extending DCT, we show that the more dissimilar the subjects, the more negative the cross paths (far comparisons), whereas cross paths relating more similar subjects (near comparisons) are much less negative and sometimes positive. Extending previous self-concept research and its integration with DCT, we found that positive paths for matching domains and negative paths for non-matching domains were larger for class marks based on classroom performance than for standardized test scores. Controlling for direct measures of social comparison (meVclass ratings of how each student compares to classmates) substantially reduced positive paths from achievement to ASC in matching domains, but also reduced the size of the negative paths from non-matching domains. Supplemental analyses suggest that dimensional comparison processes in both subjective rankings and actual class marks are consistent with those found in ASCs.

خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.