Chapter 5: Dimensional Comparison Theory: An Extension of the Internal/External Frame of Reference Model

Self-concept is an important outcome variable that also facilitates the attainment of other desirable outcomes. Its formation is shaped in part by the frames of reference and/or standards of comparison used to evaluate one’s accomplishments. The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematical and verbal domains: achievement in each domain has a positive effect on self-concept in the matching domain (e.g., mathematics achievement on mathematics self-concept) but a negative (contrast) effect on self-concept in the nonmatching domain (e.g., mathematics achievement on verbal self-concept). Extending the I/E model, Dimensional Comparison Theory (DCT) posits that self-evaluations are based on dimensional comparisons (e.g., how my accomplishments in one domain compare with my accomplishments in another domain) as well as the more traditional social and temporal comparisons. Extending the traditional tests of the I/E model, DCT predicts strong contrast effects only for contrasting domains that are at the opposite ends of the theoretical continuum of academic self-concept (far comparisons; e.g., the negative effect of math achievement on verbal self-concept), but much weaker negative contrast or even positive assimilation effects for complementary domains that are close to each other (near domains; e.g., positive effects of math achievement on physics self-concept; positive effects of native language on foreign language self-concept). Here we illustrate new predictions, theoretical insights, and methodology associated with the I/E model and its extension into DCT in multiple academic domains (e.g., native language, foreign language, history, biology, physics, and math), showing significant contrast effects for far comparisons and significantly smaller contrast or assimilation effects for near domains.