An extension to the internal/external frame of reference model to two verbal and numerical domains |
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| Authors: | Jens Möller Lilian Streblow Britta Pohlmann Olaf Köller |
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| Institution: | (1) Department of Educational Psychology, University of South Carolina, South Carolina, Columbia;(2) Department of Education, Norwegian University of Science and Technology, Trondheim, Norway |
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| Abstract: | 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. |
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