BackgroundAccording to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers. AimsThis study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time. SampleParticipants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers. MethodsWe investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling. ResultsOur results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers. ConclusionsGiven the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.
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