استنباط های معلمان در مورد خودانگاره دانش آموزان؛ نقش مقایسه ابعادی

Research on dimensional comparison processes has shown that comparing one's own verbal achievements with poorer results in math leads to a higher self-concept of verbal ability. It has been argued that when observers make inferences about a student's academic self-concept, they do not usually have access to dimensional information. In the present study, 160 participants received a qualitative school report on a student with good achievement in German and either good or poor achievement in arithmetic. As predicted, participants' evaluation of German achievement was equal in both conditions, but inferred German self-concepts and evaluations of the student's verbal ability were higher when good achievement in German was presented together with poor achievement in arithmetic, as opposed to good achievement in arithmetic.