Dimensional Comparison Research Articles

The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons

AbstractA common belief underlying the dimensional comparison theory is that reading self‐concept has a positive relation to reading achievement but a negative relation to math achievement. However, this belief is incomplete and potentially misleading as supporting evidence is usually derived from studies without simultaneously considering the mediated effect of reading self‐concept through reading achievement. The current study examined the direct and indirect effects of reading self‐concept on math achievement through reading achievement, using PISA 2018 data from 501,766 students across 74 countries/territories. Multilevel structural equation modeling was performed to control for confounding variances from the school level and above. The results showed that reading self‐concept had a direct and negative effect on math achievement, while also exerting a positive indirect effect on math achievement through reading achievement. Overall, the indirect effect outperformed the negative direct effect on math achievement. We concluded that reading self‐concept exerted a double‐edged effect on math achievement. These results should be able to shed new light on the contrasting comparison effect of self‐concept on academic achievement.

Deep learning for melt pool depth contour prediction from surface thermal images via vision transformers

Anomalous melt pools during metal additive manufacturing (AM) can lead to deteriorated mechanical and fatigue performance. In-situ monitoring of the melt pool subsurface morphology requires specialized equipment that may not be readily accessible or scalable. Therefore, we introduce a machine learning framework to correlate in-situ two-color thermal images observed via high-speed color imaging to the two-dimensional profile of the melt pool cross-section. We employ a hybrid CNN-Transformer architecture to establish a correlation between single bead off-axis thermal image sequences and melt pool cross-section contours measured via optical microscopy. Specifically, a ResNet model embeds the spatial information contained within the thermal images to a latent vector, while a Transformer model correlates the sequence of embedded vectors to extract temporal information. The performance of this model is evaluated through dimensional and geometric comparisons to the corresponding experimental no-powder melt pool observations. Our framework is able to model the curvature of the subsurface melt pool structure, with improved performance in high energy density regimes compared to analytical models. Additionally, the use of ratiometric temperature estimates improves the accuracy of the model predictions compared to monochromatic imaging. This work establishes a framework extensible towards powder-based AM builds.

Towards characterization of cell culture conditions for reliable proteomic analysis: in vitro studies on A549, differentiated THP-1, and NR8383 cell lines

Proteomic investigations result in high dimensional datasets, but integration or comparison of different studies is hampered by high variances due to different experimental setups. In addition, cell culture conditions can have a huge impact on the outcome. This study systematically investigates the impact of experimental parameters on the proteomic profiles of commonly used cell lines—A549, differentiated THP-1 macrophage-like cells, and NR8383—for toxicity studies. The work focuses on analyzing the influence at the proteome level of cell culture setup involving different vessels, cell passage numbers, and post-differentiation harvesting time, aiming to improve the reliability of proteomic analyses for hazard assessment. Mass-spectrometry-based proteomics was utilized for accurate protein quantification by means of a label-free approach. Our results showed that significant proteome variations occur when cells are cultivated under different setups. Further analysis of these variations revealed their association to specific cellular pathways related to protein misfolding, oxidative stress, and proteasome activity. Conversely, the influence of cell passage numbers on the proteome is minor, suggesting a reliable range for conducting reproducible biological replicates. Notable, substantial proteome alterations occur over-time post-differentiation of dTHP-1 cells, particularly impacting pathways crucial for macrophage function. This finding is key for the interpretation of experimental results. These results highlight the need for standardized culture conditions in proteomic-based evaluations of treatment effects to ensure reliable results, a prerequisite for achieving regulatory acceptance of proteomics data.

Social and dimensional comparisons of achievement in multifaceted task value formation among adolescents

Students routinely compare their achievement across different subjects (dimensional comparison) and against that of their peers (social comparison). Yet, it is unclear how these comparison processes influence their task values (intrinsic, attainment, utility, cost) and the observed gender differences in these values. Utilizing structural equation models, we tested the associations between Grade 7 achievement (in Finnish and math) and Grade 8 task values among 1325 Finnish students (Mage at Grade 7 = 12.8 years, 52 % girls). We observed positive social comparison (within-domain) effects on all value facets, and partial negative dimensional comparison (cross-domain) effects: higher Finnish achievement was associated with lower intrinsic value and higher cost in math. Despite outperforming boys in Finnish and math, girls reported lower intrinsic value and higher cost in math – effects not explained by achievement comparisons. These results imply that task values development may rely on comparisons of other factors beyond individual achievement.

Provision and evaluation of explanations within an automated planning-based approach to solving the multimorbidity problem

The multimorbidity problem involves the identification and mitigation of adverse interactions that occur when multiple computer interpretable guidelines are applied concurrently to develop a treatment plan for a patient diagnosed with multiple diseases. Solving this problem requires decision support approaches which are difficult to comprehend for physicians. As such, the rationale for treatment plans generated by these approaches needs to be provided. Objective:To develop an explainability component for an automated planning-based approach to the multimorbidity problem, and to assess the fidelity and interpretability of generated explanations using a clinical case study. Methods:The explainability component leverages the task-network model for representing computer interpretable guidelines. It generates post-hoc explanations composed of three aspects that answer why specific clinical actions are in a treatment plan, why specific revisions were applied, and how factors like medication cost, patient’s adherence, etc. influence the selection of specific actions. The explainability component is implemented as part of MitPlan, where we revised our planning-based approach to support explainability. We developed an evaluation instrument based on the system causability scale and other vetted surveys to evaluate the fidelity and interpretability of its explanations using a two dimensional comparison study design. Results:The explainability component was implemented for MitPlan and tested in the context of a clinical case study. The fidelity and interpretability of the generated explanations were assessed using a physician-focused evaluation study involving 21 participants from two different specialties and two levels of experience. Results show that explanations provided by the explainability component in MitPlan are of acceptable fidelity and interpretability, and that the clinical justification of the actions in a treatment plan is important to physicians. Conclusion:We created an explainability component that enriches an automated planning-based approach to solving the multimorbidity problem with meaningful explanations for actions in a treatment plan. This component relies on the task-network model to represent computer interpretable guidelines and as such can be ported to other approaches that also use the task-network model representation. Our evaluation study demonstrated that explanations that support a physician’s understanding of the clinical reasons for the actions in a treatment plan are useful and important.

Examining changes in adolescents' high school math and science motivational beliefs and their relations to parental STEM support and STEM major choice at the intersectionality of gender and college generation status.

Drawing on the situated expectancy-value, dimensional comparison theories, and the intersectionality approach, this article examined the changes in adolescents' math and science motivational beliefs, the parental and college correlates of those beliefs, and the differences at the intersection of gender and college generation status (i.e., female and male first- and continuing-generation college students). Findings based on the nationally representative high-school longitudinal study data (N = 12,070; Mage = 14 years; 54% female students; 28% first-generation college students; and 14% Latinx, 9% Black, 10% Asian, and 57% White) suggest that although adolescents' math and science ability self-concepts declined during high school, their science interest remained stable, and their math and science utility values increased. Adolescents' motivational beliefs in ninth grade and the changes from ninth to 11th grade positively predicted whether they declared a science, technology, engineering, and mathematics (STEM) college major. Parents' ninth-grade STEM support was more consistently associated with adolescents' concurrent beliefs compared to the changes in their beliefs. Finally, we found that female first-generation college students, who were more likely to be Latinx and Black students, tended to have lower math and science motivational beliefs, received less parental STEM support, and were less likely to choose a STEM major than their peers. The findings of this study indicate adolescents' math and science motivational development in high school matters for their college majors and that certain understudied groups, including female first-generation college students, may experience acute marginalization in STEM and warrant further attention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Business diversification choices: do director incentives matter?

PurposeMuch prior work involving director incentives and corporate behaviour has been focussing on their absolute dollar value or the intrinsic value and generated mixed findings. Comparison theories, however, suggest that the relative value of an incentive may be the main drive for individual performance. This study attempts to investigate the role of director relative pay in promoting the board’s intervention with unrelated diversification decisions.Design/methodology/approachThe analysis uses data from firms operating in more than one segment during the period from 1999 to 2019. Data were obtained from WRDS databases. Ordinary least squares (OLS) regression analysis and the two-stage system generalized method of moments (GMM) were run to test the hypotheses. To test the robustness of the findings, alternative proxies for the key independent variables were used in separate analyses.FindingsThe results support the hypothesis that unrelated diversification negatively impact firm performance, while higher director relative pay will help reduce unrelated business diversification. The absolute director pay, however, has no significant impact on corporate strategic choices. The results also highlight the moderating effect of director overcompensation. Director overcompensation will cancel out the impact of relative director pay on unrelated diversification.Originality/valueThis study takes a fresh theoretical perspective by framing the investigation using the dimensional comparison theory to address the single untended comparison framework in the director pay structure – the intra-individual framework. It is the first to investigate the role of director relative pay in corporate strategic choices. The findings support the contention that the relative value of the incentive is an important indicator of the effectiveness of the pay.

Effectiveness of typodont, quail egg and virtual simulation for ultrasonic periodontal scaling teaching among pre-clinical students: a randomized trial

BackgroundThis study aimed to compare the efficacy of three different techniques, namely virtual simulation technology (VS), traditional pathological typodont (TT), and quail egg (QE), in pre-clinical training of periodontal ultrasonic scaling. It also aimed to propose an integrated teaching approach for ultrasonic scaling teaching.MethodsThis single-blind randomized multi-arm trial enrolled 108 fourth-year students from Guanghua School of Stomatology at Sun Yat-sen University. The participants were randomly, evenly assigned to VS, TT, or QE group. First, the participants received theoretical review on ultrasonic scaling and demonstrative teaching. Then in the 90-minute operation training by group, students used traditional typodont equipped in head-simulators, raw quail eggs, or scaling module of the UniDental VS system respectively. Then all participants practiced on pathological models for 30 min. In the final operation examination, participants were instructed to remove the supra- and sub-gingival calculi pre-set on designated teeth by ultrasonic scalers within 30 min. Their performances were evaluated by residual calculus rate and a multi-perspective scoring scale. After the examination, questionnaires were provided to assess the teaching effects of each method and the fidelity of VS. Statistical analysis was carried out using one-way, two-way ANOVA, and multiple t-test.ResultsStudents in VS group had significant higher total test scores than QE group (87.89 ± 6.81, 83.53 ± 8.14) and TT group (85.03 ± 6.81). VS group scored higher in several dimensional comparisons with the other two groups, especially in difficult situations. QE group had higher scores particularly in force application and supra-gingival scaling. TT group scored the highest in pivot stability practice and body position training. Students gave higher scores when assessing the fidelity of VS than experienced teachers.ConclusionThe study highlights the importance of specialized pre-clinical training on ultrasonic scaling for dental students. The methods adopted in current study (VS, TT and QE) each offered unique advantages in education, which can be combined to create an integrative teaching procedure. This procedure aims to provide an effective, advisable and normative pre-clinical training procedure for ultrasonic scaling. By utilizing the strengths of each method, dental educators can deliver high-quality training and ensure that students are well-prepared for clinical practice.

Analysis of Relation of High School Students Math and Science Motivational Belief and Their Subsequent STEM Major Choice in College and the Gender Difference

Expectancy-value theory and Dimensional comparison theory were used to design the instrument of this research. This study examines the relationship between the grade twelfth (G12) high school students math and science motivational belief and their STEM major choice in college. Additionally, this study examined how math and science motivational beliefs and STEM outcomes varied by gender. This research is conducted by 30 secondary students who is the twelfth grade students and participates into the entrance of university examination in Guangzhou China through questionnaire. The collected data were analyzed by qualitative method structural equation modeling with SPSS and Python to modeling the variables to find the coefficients. From the SEM analysis, it is shown that confidence in acquiring skill in mathematics (0.35) and science (0.08) enables G12 students to choose empirical major but not math-intensive STEM college major such as engineering, agriculture or medicine. Meanwhile, the anxiety of the mathematics score (-0.02) and the science score (0.29) present that students are highly involved in their related subject studies even though they suffer academic pressure. According to the broken-line analysis, students consider mathematics mostly as a benefit to future university study (3.65), and science is more for daily life function (3.71). Lastly, it is proposed that the male performs better than the female but there is no apparent gender difference in STEM performance.

The Struggle Is Relative: A Comparative Processing Perspective on Academic Self-Concept and Student Mental Health

Academic self-concept (ASC) is a prominent predictor of educational achievement and student mental health. Although it is widely accepted that ASC is fundamentally comparative, little is known about different comparison types driving students’ ASC construal and its impact on mental health. Therefore, we examined whether self-evaluations relative to criteria-based, social, temporal, dimensional, and counterfactual comparison standards represent independent factors that contribute to general ASC. Next, we assessed the association of general ASC and its comparison-based facets with achievement emotions and psychopathology. University students (N=348) completed an online survey of general ASC as well as subordinate comparison-based ASC facets, positive and negative achievement emotions, psychological distress, and symptoms of student burnout. We further assessed comparison frequency, student task values, and achievement levels. Factor analysis indicated that criteria-based, social, temporal, dimensional, and counterfactual standards reflect mainly distinct yet correlated comparison domains. General ASC construal was most strongly based on the criteria-based and social facets. Favourable general ASC predicted lower learning-related anxiety, psychological distress, and student burnout. Largely similar correlations emerged for all comparison-based ASC facets, whereby the criteria-based and social facets were particularly strong predictors of learning-related anxiety. Our findings support the view that ASC construal relies on comparisons with multiple standards. Criteria-based and social comparisons were particularly dominant and may be the main drivers of learning-related anxiety. Carefully designed follow-up studies with longitudinal designs and interventions are warranted.

Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparison processes in self-concept development is still missing, and it has not been used to evaluate dimensional and temporal comparison effects. We provide such an integration in self-concept theory and applied the RI-CLPM to investigate social, dimensional, and temporal comparison effects simultaneously. Investigating a sample of 701 German students from the middle of Grade 9 to the middle of Grade 10, we confirmed previous results by finding trait-like stability in science, technology, engineering, and mathematics (STEM) self-concept as well as in STEM and language achievement. We also found evidence for all three comparison effects, but evidence for dimensional comparison effects was only found at the between-person level of the RI-CLPM. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Social and dimensional comparison effects in general and domain-specific test anxiety: a nested factor modeling approach

The generalized internal/external frame of reference (GI/E) model assumes social and dimensional achievement comparisons to form self-perceptions. These domain-specific comparisons have been shown to shape two facets of test anxiety (i.e., worry and emotionality) both directly and indirectly through academic self-concepts. However, examinations of such domain-specific relations have rarely integrated general components, although the hierarchical nature of both test anxiety and academic self-concept is well-known. Thus, the present study implemented a nested factor modeling approach. We examined social and dimensional comparison effects on worry and emotionality as well as mediation effects of academic self-concepts in the math and verbal domains while controlling for general components. We contrasted this approach with the conventionally used first-order factor model where general components were not considered. Data from N = 348 German secondary school students (Mage = 15.3 years, Grades 9–10) were analyzed using structural equation models. Direct negative within-domain and positive cross-domain achievement-anxiety relations emerged, yet, the pattern of cross-domain relations changed across modeling approaches. Only the nested factor model showed indirect cross-domain mediation relations. Our findings suggest the importance of structural representations of hierarchical constructs. The nested factor model approach enhanced predictions within the GI/E model, particularly those related to dimensional comparisons.

The formation of subject-specific values as a two-step process: Self-concepts mediate the relation between achievement and values

Within the framework of a generalized internal/external frame of reference model, influences of social and dimensional comparisons of academic achievement on the formation of subject-specific values (or related constructs) are empirically well documented for secondary school students. Furthermore, a wide range of theories also hypothesize an effect of subject-specific self-concepts on values. Accordingly, prior studies suggested a mediating effect of self-concepts on the achievement–value relationship. However, these studies have been limited to two school subjects or exclusively math and science subjects. Based on data from N = 1,339 ninth- through twelfth-grade students, we extended prior research by relating students’ grades in mathematics, physics, social studies, German, English, and the second foreign language to value scores in these subjects; subject-specific self-concepts were included as mediators. Our results support the hypothesis of a full mediation of the relationship between grades and values through self-concepts. Additional analyses showed a comparable fit between a mediation model with direct paths from grades to values and a mediation model without these direct paths. We discuss which subject-specific self-concepts are the most important mediators for the achievement–value relationship and the importance of self-concepts for forming values above grades.

A longitudinal experiment examining the joint effects of social, dimensional, and temporal comparisons on self- and external assessments of students’ abilities

This study examined the joint effects of social comparisons (comparisons of one’s own achievements with those of others), dimensional comparisons (comparisons of one’s own achievements in different domains), and temporal comparisons (comparisons of one’s own achievements across time) on students’ ability assessments. For the first time a longitudinal experiment, using N = 411 students from German universities, was conducted to examine these comparison effects on students’ own self-concepts, their inferred self-concepts of a peer, and their own assessments of a peer’s abilities in the figural and verbal domains. As expected, significant social and dimensional comparison effects on the different kinds of ability ratings were found. However, contrary to assumptions, most temporal comparison effects were nonsignificant. The social comparison effects were stronger than the dimensional and temporal comparison effects. Moreover, the social comparison effects were stronger, while one dimensional comparison effect was weaker, when students assessed their peers’ abilities, rather than inferring the self-concepts of their peers.

Development of a mandrel indentation test to evaluate surface hardness of dimensional building stones and comparison to Vickers hardness

The present research introduces a new method namely mandrel indentation test (MIT) to evaluate surface hardness of rocks and building stones and comparing its results with the Vickers hardness test results. For performing the test, first, its apparatus was designed and built from hard and rigid steel in a turning workshop. Then, it was used on 50 common carbonate building stones including 30 limestones and 20 travertines in the laboratory. Also, surface hardness of the stones was evaluated by the Vickers hardness test. The values of mandrel indentation hardness (MIH) for the building stones were obtained between 31.75 and 113.85 kgf/mm2, and the values of Vickers hardness (HV) were obtained between 286.11 and 1361.98 kgf/mm2. The developed correlation analysis results together with the obtained Pearson, Spearman, and Kendall correlation coefficients indicated that the values of the surface hardness resulted from this approach is strongly correlated to the values of the Vickers test by a direct linear relation. The stablished simple regression analysis has confirmed the results of the correlation analysis by a determination coefficient of 0.841. Five well‐known statistical indexes were used to assess accuracy performance degree of the developed regression model. As an important finding of the research, the introduced approach has high potential and accuracy for evaluating surface hardness of the studied building stones. Finally, a classification system was proposed to classify different building stones based on their surface hardness. Based on the classification, the studied building stones are classified as very soft to moderately hard with low hardness ratio.

Dimensional XCT comparison campaign on an aluminium object

An x-ray computed tomography (XCT) interlaboratory comparison campaign, involving an aluminium-machined object, whose dimensions (92 × 78 × 63 mm3) are significant for a 225 kV XCT system, was performed for the purpose of investigating the performances of industrial XCT systems for dimensional measurements in terms of accuracy, i.e. precision and trueness, and to evaluate the influence of the measurement protocol (i.e. measurement strategy), of the operator and of the software on the results by comparison to reference measurements. In this campaign, we came to the conclusion that the measurement strategy is predominant, except for distance; that the measurement process is affected by the operator only for cylindricity and coaxiality; that there is no or little influence of the software except for coaxiality and position; and that a volumetric Gaussian filter allows to improve the measurements only for some participants’ measurements Furthermore, different behaviours, in terms of precision and trueness, are observed depending on the type of measurands when performed by different operators. The diameter measurements are reproducible with XCT, lower than 30 µm which corresponds to a subvoxelic factor of 2.5 and the trueness is lower than 22 µm. The distance measurement is also reproducible with XCT, 15 µm which corresponds to a subvoxelique factor of 4.9 and the trueness is 8 µm. For these mesurands, their measurements do not depend on the used XCT system. However, the XCT reproducibility for cylindricity, coaxiality and position is worse as well as of the trueness except for the position which has a trueness of 1 µm. The process measurement should be revised regarding cylindricity and coaxiality measurements. Finally, overall, the ability of the participants to perform measurements with XCT, whatever their system, is statistically comparable except for a few measurements.

Students' social and learning behavior at school: Applying the generalized internal/external frame of reference model

Using data of N = 492 students and N = 142 teachers from 15 elementary and secondary schools, the present study aimed to apply the generalized internal/external frame of reference model (GI/E model) to the relations between teachers' ratings and students' self-concepts of social and learning behavior. Results provided strong support for the GI/E model's predictions but also for some differential relations in elementary and secondary schools: In both educational levels, there were significantly positive and higher correlations between teachers' ratings of social and learning behavior than between students' self-concepts of social and learning behavior. Teachers' ratings of social (learning) behavior were significantly positively related to students' self-concepts of social (learning) behavior, reflecting social comparisons. However, the expected significantly negative relations between teachers' ratings of social (learning) behavior and students' self-concepts of learning (social) behavior were only found in secondary schools, indicating dimensional comparisons. Results supported the invariance of the GI/E model across educational levels.

The Relationship of Aversive and Appetitive Appearance-Related Comparisons with Depression, Well-Being, and Self-esteem: A Response Surface Analysis

PurposeAversive appearance-related comparisons (i.e., threatening one’s own motives) show stronger associations with depression, psychological well-being, and self-esteem than appetitive comparisons (i.e., consonant with or challenging one’s motives). However, the relevance of their congruent (i.e., equal) and incongruent (i.e., unequal) presence remains unknown. MethodsBy using response surface analysis, we investigated differential associations of congruent high levels of aversive and appetitive comparisons with depression, well-being, and self-esteem relative to incongruent high levels of aversive (or appetitive) comparisons. Participants (N = 1112) responded to measures of depression, psychological well-being, self-esteem, and the Comparison Standards Scale for Appearance. The latter assesses aversive and appetitive social, temporal, counterfactual, criteria-based, and dimensional comparisons regarding their frequency, discrepancy to the standard, and affective impact. ResultsResults confirmed our preregistered hypotheses. First, higher levels of congruent frequency, discrepancy, or affective impact were associated with higher depression, and lower well-being and self-esteem. Second, a greater predominance of aversive over appetitive comparisons was associated with higher depression, and lower well-being and self-esteem. Third, a predominance of appetitive over aversive comparison was associated with lower depression, and higher well-being and self-esteem.ConclusionsThe distinct patterns of the (in-)congruence of aversive and appetitive comparisons have important research and clinical implications.

Agentic and communal self-evaluations: The role of dimensional comparisons

Dimensional Comparison Theory assumes that dimensional comparisons (internal comparisons between one's characteristics in two domains) not only take place in the academic domain but also in other areas of life when individuals form their domain-specific self-evaluations. Based on this theory, the present study examines hints on dimensional comparisons between the personality areas “agency” (competitiveness, assertiveness) and “communion” (empathy, agreeableness) longitudinally. The sample consisted of N = 507 high school students from 8th to 10th grade and their 30 corresponding teachers. Agency and communion showed relatively strong stability over time. Prior agency revealed negative effects on subsequent communion, indicating dimensional comparisons. Overall, our results support the assumption of contrastive within-person effects in accordance with Dimensional Comparison Theory.

Dimensional and social comparisons in a health fitness context.

Whereas prior research has found that people are influenced by both internal (e.g., dimensional) and external (e.g., social) comparative information in academic contexts, we experimentally examined the influence of such comparisons in a health fitness context. Participants engaged in "physical and mental fitness" tasks (e.g., performing sit-ups, memorizing words) and were randomly assigned to receive (1) social comparative feedback indicating their physical or mental fitness was better or worse than their peers or (2) dimensional comparative feedback indicating their performance in a target domain (e.g., mental fitness) was better or worse than a referent domain (e.g., physical fitness). Results showed that participants who made upward comparisons had lower fitness self-evaluations and more negative (less positive) emotional reactions to the feedback for the target domain, with the effect being nominally stronger for social than dimensional comparisons and for mental than physical fitness. Findings are discussed in the context of comparison-based models and health behavior theories.