Academic competence and affect self-concepts in elementary school students: Social and dimensional comparisons

Abstract

Academic self-concepts are important correlates and predictors of successful scholastic learning. According to the internal/external frame of reference (I/E) framework, self-concepts are based on two comparison processes: social (external) comparison processes that seem to increase during elementary school and cognitively more demanding dimensional (internal) comparison processes that seem to occur from third grade on. This cross-sectional study with elementary school students (N = 858; grades 2–4; supplementary analyses with n = 349 first graders) extended the classic I/E model with competence self-concepts (Marsh in Am Educ Res J 23:129–149, 1986. https://doi.org/10.3102/00028312023001129) to affect self-concepts as outcomes. The magnitude of both comparison processes on the two self-concept components was examined separately for each elementary school grade and subsequently compared between grades. Evidence for social comparison processes of moderate/high magnitude was found in all grades. Relationships between achievements (reported grades) and corresponding competence self-concepts were more pronounced compared with achievement–affect self-concept relations. Only some path coefficients indicating dimensional comparison processes were substantial. The coefficients did not differ between grades. Results regarding the formation of academic self-concepts by comparison processes in different elementary school grades are discussed.