Math and Verbal Achievement and Self-Concepts
Testing the Internal/External Frame of Reference Model
Datos Bibliográficos
| ID | 11670733 |
|---|---|
| Autores | Einar M Skaalvik (0000-0002-7136-0754, University of Trondheim, Norway, autor de correspondencia), Richard J Rankin (University of Oregon) |
| Año | 1992 |
| Volumen | 12 |
| Número | 3 |
| Páginas | 267-279 |
| Fecha de publicación | 1992-08-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The Journal of Early Adolescence (JOURNAL) |
| Identificadores de la revista | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431692012003003 |
| OpenAlex | W2064483316 |
| Idioma | EN |
| Citas recibidas | 15 |
| Referencias citadas | 16 |
Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative correlations between verbal achievement and math self-concept and between math achievement and verbal self-concept. However, the predictions were not supported for students who perceived their level of achievement in the two areas to be relatively equal (n = 138): Math and verbal self-concepts were strongly correlated and there were no significant negative correlations between achievement in one area and self-concept in the other area. The results support the theoretical basis of the I/E Model but indicate that it offers different predictions for different students
Academic achievement · Linguistics · Mathematics education · Norwegian · Path analysis (statistics · Statistics · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · Science Education and Pedagogy
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A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
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The Reciprocal Internal/External Frame of Reference Model
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
The reciprocal internal/external frame of reference model using grades and test scores
The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts
Cognitive ability, academic achievement and academic self-concept
Achievement differences and self-concept differences
Effects of achievement differences for internal/external frame of reference model investigations
A multifaceted academic self-concept
Self concept
An Exploration of the Mathematics Self-Efficacy/Mathematics Performance Correspondence
The big-fish-little-pond effect on academic self-concept.
Adolescent Self-Concept
Verbal and Math Self-Concepts
A Theory of Social Comparison Processes
Self-concepts, self-esteem, and educational experiences
Determinants of student self-concept
Readings in Social Psychology
Readings in Social Psychology
| Obras citantes distintas | 15 |
|---|---|
| Citas por año | 0,48 |
| Intervalo de citas | 1995 - 2018 (24) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 15 |