Do dimensional comparison effects apply to the achievement and self-concept relationship in the context of English medium instruction?

A critical concern for English Medium Instruction (EMI) programs is the relationship between learning English and mastering subject content. While existing studies on EMI have mainly focused on transferring cognitive factors across learning in English and non-English subjects, very few have explored the transmission of motivational factors (e.g. self-concept) between learning in the two domains. We examined how achievements in English and maths impact EMI students’ subsequent self-concepts in corresponding and non-corresponding domains under the dimensional comparison theory (DCT). Participants involved 865 first-year secondary school students studying in EMI programs. Results of structural equation modelling showed that English achievement was positively associated with English self-concept but negatively associated with maths self-concept, thereby supporting the contrast effect hypothesis. Meanwhile, maths achievement had positive relationships with both maths self-concept and English self-concept, thereby failing to confirm the contrast effect. Implications and limitations were discussed.