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A Fresh Look: Testing the Internal/External Frame of Reference Model with Frame-Specific Academic Self-Concepts

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Τίτλος: A Fresh Look: Testing the Internal/External Frame of Reference Model with Frame-Specific Academic Self-Concepts
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
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  Data: 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.
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      – SubjectFull: Self Concept
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