The struggle is relative: A comparative processing perspective on academic self-concept and student mental health

Background: Academic self-concept (ASC) is a prominent predictor of educational achievement and plays a critical role in student mental health. Although it is widely accepted that ASC is fundamentally comparative, little is known about the comparison types driving students’ ASC construal and its impact on mental health. Therefore, we examined whether self-evaluations relative to criterion-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. Methods: 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. Results: Factor analysis indicated that criterion-based, social, temporal, dimensional, and counterfactual standards reflect mainly distinct yet correlated comparison domains. General ASC construal was most strongly based on the criterion-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 criterion-based and social facets were particularly strong predictors of learning related anxiety. Limitations: The cross-sectional design precludes causal inferences. Conclusions: Our findings support the view that ASC construal relies on comparisons with multiple standards. Criterion-based and social comparisons were particularly dominant and may be the main drivers of learning-related anxiety. Careful follow-up studies with longitudinal designs and interventions are warranted.