Dimensional Comparison Research Articles

Ability self-concept formation in elementary school: No dimensional comparison effects across time.

In line with the reciprocal internal/external frame of reference model (RI/E model), it is well-established that secondary school students generate domain-specific ability self-concepts by comparing their own performance in a domain socially (i.e., with others' performance in this domain) and dimensionally (i.e., with their own performance in other domains). However, developmental theories of ability conceptions suggest that the use of such performance comparisons to evaluate own abilities may differ by students' developmental stage because of important developmental changes between early and late childhood. Yet, to our knowledge, no study has investigated dimensional comparison effects in elementary school longitudinally although this can provide valuable information on the formation of ability self-concepts. Thus, we tested whether longitudinal dimensional effects on changes in students' ability self-concepts occur in the early school years. Ability self-concepts and grades in math and German of 542 German elementary school students were assessed seven times over 24 months from Grade 2 (M = 7.95 years of age, SD = 0.58) to Grade 4. Cross-sectional analyses showed some evidence for dimensional effects of students' math grades on their German self-concepts, but not of students' German grades on their math self-concepts. Longitudinal analyses with latent cross-lagged models revealed no evidence for longitudinal dimensional effects on changes in children's ability self-concepts. Findings indicate that dimensional comparisons are not as important in ability self-concept formation in the first school years as they tend to be later on. Findings underline the importance of considering developmental differences to better understand ability self-concept formation. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Self-Concept Profiles in Lower Secondary Level - An Explanation for Gender Differences in Science Course Selection?

One of the most powerful determinants of course selection in upper secondary level is undoubtedly students’ self-concept. Students with a high self-concept in a domain are more likely to select a course in that domain. However, according to the dimensional comparison theory, the formation of self-concept includes comparison processes with self-concepts in other domains. Regarding gender, females are less likely to choose physics and are more likely to have lower STEM self-concepts as well as lower aspirations toward STEM careers than males. In Germany, students in Grade 10 choose specific academic tracks to attend during upper secondary school. The academic track choice goes in hand with choosing advanced courses. This choice entails the decision about whether to pursue STEM subjects. We adopted the person-centered approach of latent profile analysis (LPA) to investigate the patterns of students’ self-concepts across the five domains, math, biology, reading, English, and physics. Furthermore, we investigated how those patterns influence educational choices regarding science subjects in upper secondary school in Germany. Based on a sample of 1,658 students, we tested whether the distinct profiles of self-concept in different domains in Grade 8 predicted gendered science course selection in Grade 10 as well as career aspirations in science. LPAs yielded four distinct profiles of self-concept that differed in level and shape: high math, high verbal, low overall, and high overall. These profiles were equivalent across gender. Gender differences were manifested in the relative distribution across the four profiles: females were more present in the low overall and high verbal-related self-concept profiles and males in the overall high and high math-related self-concept profiles. The profiles differed regarding abilities, choice of science course in upper secondary level, and science career aspirations.

Physical assessments on chemically reacting species and reduction schemes for the approximation of invariant manifolds

We have simplified the complex chemical reaction by reducing it from a high dimension to a low dimension to observe the behavior of participating species near the equilibrium point and obtained their solution curves without affecting the accuracy of the whole mechanism. For this purpose, we have applied three well-established techniques: Quasi Equilibrium Manifold (QEM), Spectral Quasi Equilibrium Manifold (SQEM) and Intrinsic Low Dimension Manifold (ILDM) over a Ternkin-Boudart Mechanism. However, the invariant solution curves and their comparison for the reduced species of Ternkin-Boudart reaction mechanism have never been reported so far. Therefore, the aim of this article is to study such facts. All the above-mentioned model-reduction techniques are applied to solve the high dimensional complex problem and comparison between invariant curves of the reduced species is presented graphically and leading towards the higher dimensional manifold. The efficiency of ILDM is compared with the QEM and SQEM graphically and in tabulated form by using MATLAB.

Unicorns, snarks, and personality types: A review of the first 102 taxometric studies of personality

ObjectiveThe default assumption among most psychologists is that personality varies along a set of underlying dimensions, but belief in the existence of discrete personality types persists in some quarters. Taxometric methods were developed to adjudicate between these alternative dimensional and typological models of the latent structure of individual differences. The aim of the present review was to assess the taxometric evidence for the existence of personality types.MethodA comprehensive review yielded 102 articles reporting 194 taxometric findings for a wide assortment of personality attributes.ResultsStructural conclusions differed strikingly as a function of methodology. Primarily older studies that did not assess the fit of observed data to simulated dimensional and typological comparison data drew typological conclusions in 65.2% (60/92) of findings. Primarily newer studies employing simulated comparison data supported the typological model in only 3.9% (4/102) of findings, and these findings were largely in the domain of sexual orientation rather than personality in the traditional sense.ConclusionsIn view of strong Monte Carlo evidence for the validity of the simulated comparison data method, it is highly likely that personality types are exceedingly scarce or non‐existent, and that many early taxometric research findings claiming evidence for such types are spurious.

Acquisition of 3D models with submillimeter-sized features from SEM images by use of photogrammetry: A dimensional comparison to microtomography

The use of three-dimensional models for analysis has been increasing in various fields. This study aimed to analyze the process of acquiring 3D meshes by photogrammetry using scanning electron microscopy (SEM) images. 3D models were reconstructed from different numbers of SEM images using a free photogrammetry software. The 3D models obtained were aligned and compared quantitatively to a model obtained by microtomography (microCT). The results suggest that it is possible to reconstruct 3D photogrammetric models with micrometric precision using SEM. However, the error depends on the number of images used for 3D reconstruction (and on the rotation angle). The best result obtained by photogrammetry at 9° step showed a percentage error of 0.3%. The worst result (27°) had a 1.4% error compared to those obtained by microCT. SEM photogrammetry is capable of providing surface details almost as accurate as microCT and therefore, it can be an interesting alternative for the analysis of external surfaces.

Academic self-concept formation: testing the internal/external frame of reference model, big-fish-little-pond model, and an integrated model at the end of primary school

Given the significant role that academic self-concept plays in students’ learning, understanding the psychological processes involved in its formation continues to be an important focus of enquiry. There is strong empirical support for two major models of academic self-concept (ASC) formation: the big-fish-little-pond (BFLP) model and the internal/external frame of reference model (I/E model), models which emphasise the roles of social and dimensional comparisons in ASC development. The present study aimed to contribute to an emerging body of evidence on the validity of a model that integrates the predictions of the BFLP and I/E models into a unified framework. Models were tested in the domains of reading and mathematics using data from a nationally representative sample of 4166 grade 6 students in 220 classes in Ireland. Central predictions of the BFLP and I/E models held when tested in combination. Specifically, individual achievement in one domain had a significant positive effect on self-concept in that domain and a negative effect on self-concept in the other domain. Additionally, class-level achievement in a given domain was negatively related to self-concept in that domain, after accounting for the effect of individual achievement. Findings support the hypothesis that social and dimensional comparisons have effects on the academic self-concepts of primary school children.

Child, Mother, Father, and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents.

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents' and teachers' beliefs about child competence influence child academic performance. We assessed mothers', fathers', teachers', and children's beliefs about European American children's (N=189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18years. Confirmatory factor models demonstrated that children's and teachers' beliefs had lower loadings on a latent variable of child competence in math and reading than mothers' beliefs. Children's self-competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers', fathers', and teachers' assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.

The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.

This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 students from math classes in 43 German schools, generalized math self-efficacy and math outcome expectancies were indistinguishable from math self-concept, but were distinct from test-related and functional measures of self-efficacy. This is consistent with the jingle-jangle fallacies that are proposed. On the basis of pretest variables, we demonstrate negative frame-of-reference effects in social (big-fish-little-pond effect) and dimensional (internal/external frame-of-reference effect) comparisons for three self-concept-like constructs in each of the first 4 years of secondary school. In contrast, none of the frame-of-reference effects were significantly negative for either of the two self-efficacy-like constructs in any of the 4 years of testing. After controlling for pretest variables, each of the 3 self-concept-like constructs (math self-concept, outcome expectancy, and generalized math self-efficacy) in each of the 4 years of secondary school was more strongly related to posttest outcomes (school grades, test scores, future aspirations) than were the corresponding 2 self-efficacy-like factors. Extending discussion by Marsh et al. (1997), we clarify distinctions between self-efficacy and self-concept; the role of evaluation, worthiness, and outcome expectancy in self-efficacy measures; and complications in generalized and global measures of self-efficacy. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

The reaction routes comparison with respect to slow invariant manifold and equilibrium points

Mathematically, complex chemical reactions can be simplified by “model reduction,” that is, the rigorous way of approximating and representing a complex model in simplified form. Furthermore, to reduce the dimension of the reaction mechanism there are different available model reduction techniques (MRT). Two MRT Spectral Quasi Equilibrium Manifold (SQEM) and Intrinsic Low Dimensional Manifold (ILDM) are applied here. Both techniques are good approximation techniques but not completely analytical. While for a case study, the complex behavior of the two-route reaction mechanism allied graphically. The characteristic properties of nodes and trees of reaction mechanism are addressed with the graph theory. The invariant solution curves and their comparison for two-route reaction mechanism have never been reported so far. Therefore, the aim of this article is to study such facts. The possible approaches to their solution and key problems are based on the Horiuti’s rules and their slow invariants. Both model-reduction techniques are applied to solve the high dimensional complex problem and comparison between invariant curves of both routes are presented graphically. The efficiency of ILDM with respect to time is compared with the SQEM graphically and in tabulated form by using MATLAB.

Supplemental Material for Ability Self-Concept Formation in Elementary School: No Dimensional Comparison Effects Across Time

Supplemental Material for Ability Self-Concept Formation in Elementary School: No Dimensional Comparison Effects Across Time

Social and dimensional comparison effects on academic self-concepts and self-perceptions of effort in elementary school children

By focusing on the domains of math and German, the present study with 200 elementary school children investigated the specific relationships of self-reported grades with academic self-concepts and self-perceptions of effort within the competence-affective separation of academic self-concepts. In addition, possible mediator effects of academic self-concepts were explored. In both domains, self-reported grades positively predicted academic self-concepts of corresponding domains, which, in turn, positively predicted self-perceptions of effort of corresponding domains. However, there were no negative cross-domain achievement effects on academic self-concepts and no negative cross-domain self-concept effects on self-perceptions of effort. Both academic self-concepts mediated the effects from self-reported grades to self-perceptions of effort in corresponding domains. This research indicates that children’s self-perceptions of effort can be inferred by their competence and affective self-concepts.HighlightsSelf-reported grades positively predict academic self-concepts of corresponding domains.Academic self-concepts positively predict self-perceptions of effort of corresponding domains.There are no negative cross-domain achievement effects on academic self-concepts and no cross-domain self-concept effects on self-perceptions of effort.Academic self-concepts mediate the effects from self-reported grades to self-perceptions of effort in corresponding domains.

A Comparative Analysis of Contemporary Public Management Concepts in Thailand

The main purpose of this article is to explore the competing concepts and perspectives in modern Public Management literatures including: New Public Management (NPM), New Public Governance (NPG) and New Public Service (NPS) and to compare the viability of these concepts toward public sectors of Thailand. The method of study relies mostly on documentary research on influential academic writings from well-known Public Administration theorists. This article explores these modern PA concepts in terms of rationale, assumptions, discursive aspects, evolution and development, strengths and limitations, applicability and so on.The result of the study shows dimensional comparison between various contemporary public management perspectives, including NPM, NPG and NPS in their theoretical backgrounds, perspectives and solutions on public governance in Thailand. Based on the results of the study, to properly adopt these competing modern Public Management concepts, Thailand should pursue a “hybrid” style of public management consisting of all elements from those three modern PA perspectives namely, NPM, NPG and NPS, plus Thai national value of moral and professionalism. The key to the sustainability of Thailand is to retain traditional value that is proven to be relevant and supportive of the responsive and participating form of public governance and to keep up with the postmodernist characteristics of the 21st century.

Augmented-reality robot-assisted radical prostatectomy using hyper-accuracy three-dimensional reconstruction (HA3D™) technology: a radiological and pathological study.

To assess the use of hyper-accuracy three-dimensional (HA3D™; MEDICS, Moncalieri, Turin, Italy) reconstruction based on multiparametric magnetic resonance imaging (mpMRI) and superimposed imaging during augmented-reality robot-assisted radical prostatectomy (AR-RARP). Patients with prostate cancer (clinical stages cT1-3, cN0, cM0) undergoing RARP at our Centre, from June 2017 to April 2018, were enrolled. In all cases, cancer was diagnosed with targeted biopsy at the level of index lesion based on high-resolution (1-mm slices) mpMRI. HA3D reconstruction was created by dedicated software to obtain the 3D virtual model of the prostate and surrounding structures. A specific system was used to overlay virtual data on the endoscopic video displayed by the remote da Vinci® surgical console (Intuitive Surgical Inc., Sunnyvale, CA, USA), and the virtual images were superimposed by the surgeon by the means of the TilePro™ multi-input display technology (Intuitive Surgical Inc.). The AR technology was used in four standardised key steps during RARP. The procedures were modulated differently in cases of prostate cancer without extracapsular extension (ECE) at mpMRI (Group A) or in cases of prostate cancer with ECE (Group B) at mpMRI. In Group A, the virtual image of the prostate was overlaid on the endoscopic view and the intraprostatic lesion was marked on the prostate surface by a metallic clip at the level of the suspicious lesion as identified by the 3D virtual AR image. In Group B, the same step was performed; moreover, a metallic clip was placed at the level of the suspicious ECE on the neurovascular bundles (NVBs) according to the virtual images. Finally, selective biopsies were taken from the NVBs at this level, and then, the entire NVBs were removed for final pathological examination, according to standard clinical indications. For Group A, the pathologist performed a targeted needle biopsy at the level of the metallic clip on the surface of prostate before the sample reduction. For Group B, the presence of tumour was evaluated during the reduction phase, at the level of metallic clip on the prostate surface and at the level of NVBs, sent separately. Finally, an image 3D scanner (Kinect, Microsoft) was used to perform a dimensional comparison between the mpMRI-based 3D virtual reconstruction and the whole-mount specimen. In all, 30 patients were enrolled in the present study, 11 (36.6%) included in Group A and 19 (63.4%) in Group B. In all cases (30/30), final pathology confirmed the location of the index lesion, as cancer was found at the level of the metallic clip. The suspected ECE was confirmed on final pathology in 15/19 cases (79%). The AR-guided selective biopsies at the level of the NVBs confirmed the ECE location, with 11/15 (73.3%) biopsies at the level of NVBs positive for cancer. The mismatch between the 3D virtual reconstruction and the prostate 3D scanning based on the whole-mount specimen was <3mm in >85% of the gland. Our results suggest that a HA3D virtual reconstruction of the prostate based on mpMRI data and real-time superimposed imaging allow performance of an effective AR-RARP. Potentially, this approach translates into better outcomes, as the surgeon can tailor the procedure for each patient.

On the effects of social, temporal, and dimensional comparisons on academic self-concept.

Students evaluate their domain-specific abilities by comparing their own achievement in a certain domain with the achievement of others (social comparison), with their own prior achievement (temporal comparison), and with their own achievement in other domains (dimensional comparison). This article is the first to analyze the simultaneous effects of social, temporal, and dimensional comparisons on students’ academic self-concepts of various domains in experimental and field studies. In Study 1 (N = 120), students judged their ability self-concept after having received experimentally manipulated social, temporal, and dimensional comparison feedback. In Study 2 (N = 924), students had to rate their math and German self-concept and were asked to directly compare their achievement to social, temporal, and dimensional comparison standards. In the longitudinal Study 3a (N = 3,054) and 3b (N = 14,008), the three types of comparisons were modeled in an extended internal/external frame of reference model (Marsh, 1986) containing paths from math and verbal achievement level and achievement change to math and verbal self-concept. In all studies, social, temporal, and dimensional comparisons showed significant effects on self-concept. For each comparison process, downward comparisons with worse-off standards resulted in higher self-concepts, whereas upward comparisons with better-off standards resulted in lower self-concepts. These results are in accordance with the theories underlying social, temporal, and dimensional comparison processes and support their integration into a combined framework. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Moisture sensitivity and dimensional stability of carbonated fibre–cement composites

The aim of this work was to improve the long-term performance of fabricated eco-cement composites and demonstrate the value-added use of carbon dioxide (CO2) in manufacturing sustainable products with better dimensional stability and moisture resistivity. Experiments were on pressed and non-pressed composites, fabricated with and without carbon dioxide curing. Dimensional stability comparisons were made between composites of date palm fibre and cement subjected to different moisture conditions, including air-dried, oven-dried and saturated conditions. Their flexural performances were then evaluated and compared with control specimens. The results revealed that the application of pressing and carbon dioxide curing as accelerating processing techniques have significant influences on the resultant products. The oven-dried composites exhibited poor flexural toughness behaviour compared with the air-dried or saturated specimens. Fibre growth in the transverse direction due to moisture conditions was observed to be efficient in strengthening the transition bonding areas with the matrix. In comparison with board length, the changes in board thickness and mass due to moisture effects were remarkable. This behaviour suggests that the final volume stability response of the composite is dominated by the orthotropic property due to the various constituents. Microstructural observations confirmed that carbon dioxide curing densified the matrix, leading to better dimensional stability of the composites, even after 25 wetting–drying cycles.

Effects of dimensional comparisons on domain-specific interests in initial teacher education: A validation of the generalized I/E model

This study aims to provide empirical evidence for the generalized internal/external frames of reference (GI/E) model, according to which social and in particular dimensional achievement comparisons might affect subject domains and domain-specific interests for example in university. The study drew on N = 146 pre-service teachers' reports of their achievements at the beginning of their second semester and interest in their main subject and in educational studies in general at the end of that same semester. Structural equation modelling revealed that achievements were positive related to interests in the same domain. More importantly, achievement in specific subjects negatively was related to interest in educational studies, while achievement in educational studies was unrelated to interest in specific subjects. This pattern of relations indicates that dimensional achievement comparisons are more salient for subject-related studies than educational studies. Furthermore, the findings provide evidence supporting the theoretical assumptions of the GI/E model.

The internal/external frame of reference (I/E) model: Extension to five school subjects and invariance across German secondary school ability tracks

The internal/external frame of reference (I/E) model assumes the interplay of social and dimensional comparisons in the formation of domain-specific academic self-concepts. The present study tests the generalizability of the I/E model assumptions across students from different ability tracks. While the findings from previous studies implied the similar use of social comparisons with students from different ability tracks, evidence has been missing so far whether students from different ability tracks apply dimensional comparisons to the same extent. Students from lower ability tracks are said to be confronted with negative stereotypes and felt deprivation which might enforce or weaken the use of dimensional comparisons. For the analyses, students from the academic track (N = 702) and the vocational track (N = 528) of German secondary schools were included as these two groups represent two extreme groups of ability tracks which might thus maximize the power of detecting differences in the use of social and dimensional comparisons. Both the original I/E model only including math and verbal achievement and self-concepts measures and an I/E model extended to five school subjects (math, German, English, physics, and biology) were examined. The results indicated invariance across school tracks for both the original I/E model and the extended I/E model when controlling for students' gender, socioeconomic status, and cognitive ability.

Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data

Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD countries, 67,386 fourth-graders). Consistent with the I/E model, high achievement in mathematics/reading had positive effects on self-concept in the matching domain but negative effects in the non-matching domain. Extending the I/E model, students engaged in assimilating comparisons between science and reading (i.e., achievement in one subject had positive effects on self-concept in the other) but contrasting comparisons between mathematics and science. Strong BFLPEs (negative effects of class-average achievement on self-concept) were found for mathematics but were smaller for reading and science. The results generalized well across all countries.

Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

Introduction. With regard to the interal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain – namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due to inconsistent re-search findings in this field the focus of analyses was on identifying differential patterns of dimensional comparison processes as they might depend on students’ achievement level in both subject areas and on students’ gender.Method. Data were gathered in a sample of 256 ninth grade students from German innercity grammar schools. For measuring students’ self-concepts two subject-specific scales were used. For measuring their achievement in each language subject latest grades as well as teacher competency ratings were used. Relations among constructs were analyzed by means of a structural equation modeling approach including multiple group comparisons between the female and male subsample.Results. No dimensional comparison effects could be demonstrated. Neither negative contrasting nor positive assimilation effects across both language subjects occured. Furthermore, multiple group comparisons of structural equation analyses lent strong support for the invariance model. Thus, despite significantly apparent achievement and self-concept differences between female and male learners in the L1 German gender did not moderate the relations between achievement and self-concept variables across both language subjects.Discussion. In the female as well as in the male subsample self-concept formation in both language subjects appears to be mainly affected by social comparison effects. This finding not only confirms previous research results in the field, but also contributes to clarify the role of gender in the internal/external frame of reference model – concerning the issue of dimensional comparison within the verbal domain, at least.

Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value

Using a sample of third grade elementary school students (N = 514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic internal/external frame of reference model by showing positive within-domain relations between math (verbal) achievements and self-concepts, but negative cross-domain relations. Positive within-domain and negative cross-domain achievement relations were also found for math and verbal intrinsic values. The findings further showed positive relations between achievement and self-concept as well as between achievement and intrinsic value within the physical ability domain. In addition, the findings demonstrated a negative relation between math achievement and physical ability self-concept and between German achievement and physical ability intrinsic value. Hence, the findings indicated that dimensional comparisons operate across academic and non-academic domains. Boys and girls did not differ with regard to the relations among constructs as depicted in the GI/E model. However, differential mean levels of the constructs were found for boys and girls.