Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept...

Area of Science:

• Psychology
• Educational Psychology
• Developmental Psychology

Background:

• The standard cross-lagged panel model (CLPM) has limitations in analyzing self-concept development.
• The random intercept cross-lagged panel model (RI-CLPM) has emerged as a more robust alternative.
• Previous research has applied RI-CLPM to self-concept but has not integrated it with major comparison processes.

Purpose of the Study:

• To integrate the RI-CLPM with self-concept theory, specifically examining social, dimensional, and temporal comparison effects.
• To evaluate the utility of RI-CLPM in understanding reciprocal relations within self-concept development.
• To investigate how different comparison processes influence self-concept and achievement.

Main Methods:

• Applied the random intercept cross-lagged panel model (RI-CLPM) to a sample of 701 German students.
• Data collected from the middle of Grade 9 to the middle of Grade 10.
• Simultaneously analyzed social, dimensional, and temporal comparison effects on self-concept and achievement.

Main Results:

• Confirmed trait-like stability in science, technology, engineering, and mathematics (STEM) self-concept and achievement, as well as language achievement.
• Found evidence supporting social, dimensional, and temporal comparison effects.
• Evidence for dimensional comparison effects was primarily observed at the between-person level of the RI-CLPM.

Conclusions:

• The RI-CLPM is a valuable tool for investigating complex reciprocal relationships in self-concept development.
• Social, dimensional, and temporal comparisons play significant roles in shaping self-concept, with dimensional comparisons being more prominent at the between-person level.
• Findings contribute to a nuanced understanding of self-concept formation and the influence of social comparison processes in academic domains.