Academic Journal
A Fresh Look: Testing the Internal/External Frame of Reference Model with Frame-Specific Academic Self-Concepts
| Τίτλος: | A Fresh Look: Testing the Internal/External Frame of Reference Model with Frame-Specific Academic Self-Concepts |
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| Γλώσσα: | English |
| Συγγραφείς: | Dickhauser, Oliver |
| Πηγή: | Educational Research. Nov 2005 47(3):279-290. |
| Διαθεσιμότητα: | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Ημερομηνία έκδοσης: | 2005 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Academic Ability, Academic Achievement, Self Concept, Comparative Analysis, Verbal Ability, Mathematical Aptitude, Foreign Countries, Grades (Scholastic), German, Questionnaires, Structural Equation Models |
| Γεωγραφικοί όροι: | Germany |
| ISSN: | 0013-1881 |
| Περίληψη: | Background: Students' self-concepts play an important role in explaining achievement-related behaviour. According to the internal/external frame of reference model (I/E Model), students use two frames of reference to form their mathematical and verbal self-concepts. The model predicts that external comparisons will lead to a positive association, and internal comparisons to a negative association, between mathematics and verbal self-concepts. A test of these predictions is possible by asking students to rate their mathematical/verbal ability in relation to that of other students (external self-concept) or to their own ability in other subjects (internal self-concept). However, recent studies using this approach were unsuccessful in assessing self-concepts based on the internal comparison process. Purpose: The present study is a new attempt to test the central assumptions of the I/E Model with frame-specific self-concepts in order to explain the process of self-concept formation. Sample: A total of 674 students from 25 German secondary school classes (grades 7-10) participated in the study. 373 of the participants were female. Design and methods: The students reported their most recent grades in mathematics and German. Frame-specific self-concepts were assessed via questionnaires. The data were analysed using structural equation modelling. Results: The analyses of the data support the assumptions of the I/E Model. Positive effects of achievement on the corresponding external self-concepts and negative effects of achievement on the non-corresponding internal self-concepts were found. A strong negative relationship between the internal self-concept factors shows that the operationalization of the internal comparison process was successful. Conclusions: These results contribute to a better understanding of how students form self-concepts. |
| Abstractor: | Author |
| Number of References: | 15 |
| Entry Date: | 2005 |
| Σύνδεσμος πρόσβασης: | https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=W6G6170032J668P0 |
| Αριθμός Καταχώρησης: | EJ721366 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 0013-1881 |
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