Effects of achievement differences for internal/external frame of reference model investigations
A test of robustness of findings over diverse student samples
Dados Bibliográficos
| ID | 5263148 |
|---|---|
| Autores | Isabelle Schmidt (0000-0002-7631-5303, University of Trier Germany, autor correspondente), Martin Brunner (0000-0001-7182-5622, Department of Educational Sciences University of Potsdam Germany), Franzis Preckel (0000-0002-5768-8702, University of Trier Germany) |
| Ano | 2018 |
| Volume | 88 |
| Fascículo | 4 |
| Páginas | 513-528 |
| Data de publicação | 2018-12-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | British Journal of Educational Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12198 |
| PMID | 29131322 |
| OpenAlex | W2767591573 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 37 |
BackgroundAchievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects.AimsThe main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions.SamplesWe analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878).MethodCorrelations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples.ResultsIn all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students.ConclusionsFindings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research
Academic achievement · Correlation · Developmental psychology · Generalizability theory · Geometry · German · Mathematics education · Social comparison theory · Test (biology) · Education, Achievement, and Giftedness · Mathematics · Personality Traits and Psychology · Psychology · Psychometric Methodologies and Testing
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Academic Self-Concept, Interest, Grades, and Standardized Test Scores
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Dimensional comparison theory.
Academic self-concept and academic achievement
Temporal comparison theory.
Cutoff criteria for fit indexes in covariance structure analysis
Self-Concept
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
The Construction of Social Judgments
Testing for Factorial Invariance in the Context of Construct Validation
Math and Verbal Achievement and Self-Concepts
Self-evaluative effects of dimensional and social comparison
Statistical methods in psychology journals
The Reciprocal Internal/External Frame of Reference Model
Verbal and Math Self-Concepts
A Theory of Social Comparison Processes
The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts
Academic self-concept and academic achievement
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 0,43 |
| Intervalo de citações | 2019 - 2025 (7) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |