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1.
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model based on student self-ratings, however, reviews of self-concept research claim that the I/E model does not apply to ratings by parents and significant others. We aimed to test these claims using parent inferred self-concepts. In contrast to widely cited claims, we found support for I/E model for both students (N = 486; aged 11–17; 57.2% female) and their parents (80.5% female). Math and verbal achievement had positive effects on self-concepts in the matching domain (e.g., math achievement predicting math self-concept) but negative effects for self-concepts in the non-matching domain (e.g., math achievement predicting verbal self-concept). Integrating conflicting claims, we found support for dimensional comparison processes for inferred self-concept ratings by parents, but not for parent perceptions of student abilities similar to the measures used that were the basis of previous claims. 相似文献
2.
Jens Möller Lilian Streblow Britta Pohlmann Olaf Köller 《European Journal of Psychology of Education - EJPE》2006,21(4):467-487
Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements
in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external
frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement
in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended
to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics
and physics). Grades and domain-specific academic self-concepts ofN=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English
achievement were positively correlated, as were; (b) self-conceptswithin the verbal and numerical domains, while; (c) self-conceptsbetween the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German,
and English achievement on the corresponding self-concepts; (e) negative paths were found from achievement in one domain to
self-concept in the other; (f) positive paths were found from math (physics) achievement to physics (math) self-concept. Finally,
(g), almost no effects were found within the verbal domain, i.e., from English (German) achievement to German (English) self-concept.
Therefore, there is some support for the I/E model between domains; whereas effects from achievements on self-concepts within
the domains were not negative. 相似文献
3.
According to the internal/external frame of reference (I/E) model (Marsh, 1986), individuals’ academic self-concept is strongly influenced by comparing their achievement in one domain with their achievement in other domains and with the achievement of others. Research has typically found contrast effects such that high-achieving others have a negative effect on students’ academic self-concept. Yet, what happens if the “other” is somebody very similar to oneself as in the case of monozygotic twins? We postulate and examine the mirror effect, which means that rather than serving as a contrast, the effect of the co-twin’s achievement parallels the effect of a monozygotic twin’s own achievement on academic self-concept. We used data from two school-aged cohorts (11- and 17-year-olds) from a representative sample (N = 4,202) of monozygotic and dizygotic twins in Germany. We regressed twins’ math and German self-concepts on their own and their co-twins’ mathematics and German achievement. Internal and external comparison effects as postulated in the I/E model were replicated for both monozygotic and dizygotic twins across both age groups. In line with our hypothesis, the mirror effect was found in monozygotic twins only: Co-twins’ achievement and twins’ own achievement showed a parallel pattern of positive effects on academic self-concept within each domain and negative effects on academic self-concept between domains, duplicating the I/E pattern. The mirror effect tended to be more pronounced for older monozygotic twins. We argue that the mirror effect is likely caused by high interpersonal similarity and constitutes a rare exception to the broad generalizability of contrast effects as assumed in the I/E model. 相似文献
4.
The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed. 相似文献
5.
《Contemporary educational psychology》2014,39(4):326-341
In a comprehensive study (15,356 Dutch 9th grade students from 651 classes in 95 schools) we empirically tested the dimensional comparison theory (DCT) propositions formulated by Möller & Marsh (2013) as an extension of I/E theory, exploring methodological, theoretical, and substantive insights. According to DCT, academic self-concepts (ASC) are formed in relation to dimensional comparisons in different school subjects, as well as to social and temporal comparisons. In support of DCT predictions, paths from achievement to ASC in matching domains were substantially positive, but paths to non-matching domains (e.g., math achievement to verbal self-concept) were significantly negative. Extending DCT, we show that the more dissimilar the subjects, the more negative the cross paths (far comparisons), whereas cross paths relating more similar subjects (near comparisons) are much less negative and sometimes positive. Extending previous self-concept research and its integration with DCT, we found that positive paths for matching domains and negative paths for non-matching domains were larger for class marks based on classroom performance than for standardized test scores. Controlling for direct measures of social comparison (meVclass ratings of how each student compares to classmates) substantially reduced positive paths from achievement to ASC in matching domains, but also reduced the size of the negative paths from non-matching domains. Supplemental analyses suggest that dimensional comparison processes in both subjective rankings and actual class marks are consistent with those found in ASCs. 相似文献
6.
The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but negatively associated with achievement in a comparison domain (e.g., English). Whereas academic self-concept encompasses self-ratings of achievement, peer academic reputation (PAR) encompasses peer ratings of the same achievement and PAR was shown to have an incremental predictive effect on a range of positive academic outcomes. Considering the importance of PAR, we hypothesized that the I/E model would also apply to PAR both as predictor and as outcome. We tested this hypothesis in a sample of 850 seventh-grade students in 47 classes in math and English. Therein, PAR was measured in a round-robin design where students rated each classmate's level of achievement. We tested I/E models with academic self-concept and PAR as outcomes. Results supported the I/E model for academic self-concept as outcome with academic achievement and PAR as predictor but not for PAR as outcome with achievement as predictor. For PAR as outcome, the effects across domains were positive rather than negative. These results were consistent across replications over three years using the same sample. Thus, whereas academic self-concept was characterized by contrasts between domains, PAR was characterized by assimilation between domains. 相似文献
7.
The internal/external frame of reference (I/E) model by Marsh (e.g., 1990a) assumes two central information sources for the constitution of domain-specific academic self-concepts: (1) social comparisons (external frame of reference), in which students compare their own achievements with those of their classmates; and (2) intraindividual comparisons (internal frame of reference), in which students compare their own achievements in one subject with their achievements in other subjects. In path analyses, it has been found that the latter type of comparison leads to negative paths from achievement indicators in subject A to self-concept measures in subject B. To investigate the actual impact of achievement feedback and of the frames of reference on changes in self-concept variables, we analyzed math and German self-concepts immediately following the announcement of exam results in each subject. Participants were 258 7th- to 9th-graders. Path analyses using structural equation modeling supported the validity of the I/E model with respect to the impact of simultaneously given current exam results. In particular, German achievement had a negative impact on subsequent math self-concept. Copyright 2001 Academic Press. 相似文献
8.
This study examined the generalizability of the internal/external (I/E) frame of reference model which has been applied primarily to Australian and Canadian students. The external part of the model concerns the influence of social comparisions on the formation of math and verbal self-concepts. The internal part is when one infers one′s ability in an area (e.g., math) by comparing one′s performance in that area with one′s performance in another area (e.g., verbal). We examined whether this model was generalizable to American adolescents, across different measures of math and verbal self-concepts, and across gender. Subjects were 152 seventh and eighth graders. LISREL causal modeling and multi-sample analyses were employed. All but one of our findings were consistent with the I/E model. While higher verbal achievement made a significant contribution to lower math self-concept, higher math achievement did not make a significant contribution to lower verbal self-concept. Findings held across different self-concept instruments and across gender. 相似文献
9.
In separate studies on academic self-concept, previous research has shown: (1) the distinctiveness of a cognitive and an affective component, (2) the domain specificity of self-concepts, (3) the reciprocal effects of self-concept and achievement, (4) the internal/external frame of reference in self-concept development, (5) the reciprocal effects of the internal/external frame of reference, (6) the big-fish-little-pond effect, and (7) the interrelatedness of self-concepts in similar domains. The present study demonstrates that all of these seven findings are replicable and may be synthesized in a single study with a sample of students in Singapore. Secondary 1 students (7th graders; N = 275) were surveyed with 24 items about their academic self-concepts in physics, English, and math in two components (cognitive and affective), and their respective achievement scores were recorded over two time points. Confirmatory factor analysis found that the cognitive and affective components of academic self-concept were separable. The students’ self-concepts in different curriculum domains were distinct, supporting the domain specificity of self-concepts. The frame of reference and reciprocal effects were both supported, but only for the cognitive component of self-concept. Positive and statistically significant correlations between physics and math suggest that these curriculum domains were interrelated. Results of self-concept studies in schools can encourage and guide the design of interventions that could enhance students’ self-concept for positive sustainable effects on desirable educational outcomes. Attempts to improve learning outcomes should emphasize an enhancement of specific components of academic self-concept in domain-specific and related curriculum domains for optimal effects. 相似文献
10.
Teachers' self-concepts have shown correlations with the effectiveness of their teaching, but we know little about the development of their self-concepts. According to the generalized internal/external frames of reference (GI/E) model, social and dimensional achievement comparisons may affect not only students’ but also pre-service teachers’ self-concepts. Thus, we extended and applied this model to examine relations between estimates and self-concepts of 430 pre-service biology teachers’ professional knowledge in three domains: content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical and psychological knowledge (PPK). Structural equation modelling provided strong support for the GI/E model’s capacity to explain teachers’ self-concepts: with positive paths from CK, PCK, and PPK to the corresponding self-concepts, indicating social comparison effects, and negative paths from CK and PPK test scores to the PPK and CK self-concepts, respectively, indicating dimensional comparison effects. In addition, CK was negatively related with the teachers’ PCK self-concept. The results are discussed in terms of their implications for both teacher education and the proposed GI/E model. 相似文献
11.
The reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school students from specific countries. In the present study, we test whether the RI/EM also applies to primary school students and to students in the United States, by using a representative longitudinal data set: the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 1998–1999). We found positive reciprocal relations between academic self-concept and standardized test scores within a domain, whereas the effect of prior achievement on self-concept was much stronger (skill-development part) than the effect of self-concept on achievement (self-enhancement). Furthermore, we found negative effects of achievement on subsequent self-concepts across domains (I/E frame of references). Overall, the findings of the study strongly support the RI/EM for primary school students. Our results are compared to previous findings in the literature for secondary school students and are discussed with regard to self-concept formation in primary school. 相似文献
12.
Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment 总被引：1，自引：0，他引：1
Thomas Goetz Anne C. Frenzel Nathan C. Hall Reinhard Pekrun 《Contemporary educational psychology》2008
The present study focused on students’ academic enjoyment as predicted by achievement in multiple academic domains. Assumptions were based on Marsh’s internal/external (I/E) frame of reference model and Pekrun’s control-value theory of achievement emotions, and were tested in a sample of 1380 German students from grades 5 to 10. Students’ academic enjoyment, self-concept, and achievement were assessed in relation to mathematics and verbal language classes. In line with assumptions of the I/E model, mathematics performance assessed in the previous academic year positively predicted enjoyment in mathematics classes, and negatively predicted enjoyment in language classes. Language class performance positively predicted enjoyment in language classes, and negatively predicted enjoyment in mathematics classes. Corroborating assumptions derived from Pekrun’s control-value theory, achievement/enjoyment relations were mediated by academic self-concepts. Despite stereotypic gender differences in mean values, linkages between constructs were invariant across genders. 相似文献
13.
The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students’ math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students’ collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students’ self-concept formation. 相似文献
14.
Annette Lohbeck 《教育心理学》2019,39(1):133-150
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.
- Highlights
Self-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.
15.
Martin Brunner Ulrich Keller Caroline Hornung Monique Reichert Romain Martin 《Learning and individual differences》2009,19(4):387-403
Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of academic self-concepts that incorporates both domain-specific and general academic self-concepts, and the position of general academic self-concept at the apex of the self-concept hierarchy. Data were obtained from representative samples of 15-year-old students in 26 countries (total N = 106,680). Results showed that the nested-factor model provided a good fit to the data in each of the 26 countries, and that general and domain-specific academic self-concepts were meaningfully related to gender as well as to student achievement. Moreover, it emerged that the relationships between academic self-concepts and these student characteristics may differ substantially depending on whether the model applied does or does not account for the influence of general academic self-concept on domain-specific measures of academic self-concepts. 相似文献
16.
The generalized internal/external frame-of-reference (GI/E) model explains the formation of self-perceptions and motivational constructs through social and dimensional comparisons. Research examining the GI/E model with primary school children is scarce, especially with first-grade children. Using two fully representative first-grade cohorts and two fully representative third-grade cohorts (N = 21,162; 48% girls) from Luxembourg, we examined the relations between math and verbal achievements and corresponding domain-specific academic self-concepts (ASCs) and interests. In addition, we tested whether the relations between domain-specific achievements and interests are cross-sectionally mediated through ASCs. Positive achievement-ASC and achievement-interest relations were found within matching domains in both grade levels, while the relations between achievements and ASCs and between achievements and interests across nonmatching domains were significantly negative for third-grade children. For first-grade children, the majority of cross-domain relations were nonsignificant, except for the path between math achievement and verbal interest. For school children in both grade levels, domain-specific ASCs were found to mediate the relation between achievements and interests. Overall, the findings indicate that social comparisons play an important role in the formation of domain-specific ASCs and interests for both grade levels, while dimensional comparisons are not as important in the first school year as it is later in the third grade. Gender and cohort invariance were established in both grade levels. 相似文献
17.
《International Journal of Educational Research》1994,21(7):713-721
This study was designed to investigate the effects of specific variables on the math achievement of 5th-grade children. It involved a random sample of 373 families (parents and children) from a larger pool of 685 families residing in Bangkok, Thailand. We utilized Walberg's productivity model by analyzing the interconnections among a diverse set of family prcesse, family structure, and SES variables within the home environment section of the model. Campbell's differential socialization paradigm was used to analyze the gender differences. The results of the study show that certain family processes (support and intellectual resources) had positive effects on math achievement, while other processes (excessive pressure and help) had negtive effects. Another key finding is that Walberg's home environment factor was found to contain a mix of SES, family structure variables, and family processes. These variables have strong effects on children's overall academic achievement, academic self-concepts, and math achievement. The SES variables were found to be especially important in Thailand. The authors propose the establishment of parent training programs, particularly for low SES families, as a way to increase children's math achievement, aspirations, and future job expectations. 相似文献
18.
Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012). Thereby, social comparisons refer to comparisons with the achievement level of students' classmates, whereas dimensional comparisons comprise comparisons between students' individual achievements across different domains. This paper analyzes whether both achievement comparisons influence students' subject-interest in mathematics and English (as a first foreign language). The analyses are based on N = 1390 German fifth and sixth grade students who participated in the BiKS-8-14 longitudinal study. Using multi-level analyses, results indicate that students' competences influence their mathematical and English subject-interests, demonstrating the typical pattern of social and dimensional comparisons. Further, analyses reveal mediation effects by subject-specific grades and self-concepts. These findings also apply for the development of students' subject-interest from grade 5 to grade 6. Results are discussed with respect to their implications concerning theories of achievement comparisons and interest development. 相似文献
19.
《Contemporary educational psychology》2004,29(3):264-282
Longitudinal data (five waves) from large cohorts of 7th grade students in East Germany (n=2,119) and West Germany (n=1,928) were collected from the start of the reunification of the school systems following the fall of the Berlin Wall. Here we integrate the two major theoretical models of relations between academic self-concept and achievement. In support of the reciprocal effects model, prior self-concept and prior achievement had significant effects on subsequent self-concept and subsequent achievement. In support of the internal/external frame of reference model, math achievement had a positive effect on Math self-concept but a negative effect on German self-concept, whereas German achievement had a positive effect on German self-concept but a negative effect on Math self-concept. Consistent with the unification of these models, prior self-concept in each school subject had positive effects on achievement in the same subject, but negative effects of achievement in the other school subject. Multigroup structural equation models demonstrated that all predictions were supported for both East and West German students. 相似文献
20.
Jaana Viljaranta Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2014,58(6):734-756
Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. 相似文献