On the development of academic self-concepts:: The impact of social and dimensional comparisons

Academic self-concepts are important determinants of achievement-related behavior. In the domain of Educational Psychology, self-concept development is explained by the internal/external frame of reference model (I/E model, Marsh, 1986). The model interprets positive effects of academic achievement in a domain on the corresponding self-concept as consequences of social or external (E) comparisons and negative effects of academic achievement in a domain on the self-concept in a different domain as a result of dimensional or internal (I) comparison processes. The present review demonstrates the validity and generalizability of the I/E model across research designs (cross-sectional and longitudinal), age groups, countries, and school systems. In addition, experimental studies provide direct evidence about mechanisms mediating dimensional comparisons.