The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences

The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negati...

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Bibliographic Details
Published in:American educational research journal Vol. 52; no. 1; pp. 168 - 202
Main Authors: Marsh, Herbert W., Abduljabbar, Adel Salah, Parker, Philip D., Morin, Alexandre J. S., Abdelfattah, Faisal, Nagengast, Benjamin, Möller, Jens, Abu-Hilal, Maher M.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.02.2015
American Educational Research Association
Subjects:
Academic Achievement
Achievement Tests
Age differences
Arabs
Asians
Australia
Comparative Analysis
Correlation
Cross Cultural Studies
Cultural Differences
Developmental Psychology
Elementary School Students
England
Factor Structure
Foreign Countries
Generalization
Hong Kong
Internal external frame of reference model
Iran
Islamic Culture
Italy
Item Response Theory
Japan
Kuwait
Mathematics
Mathematics Achievement
Mathematics education
Meta Analysis
Middle Eastern students
Middle School Students
Motivation
Norway
Positive psychology
Prediction
Reference Materials
Science Achievement
Science education
Scores
Scotland
Self Concept
Self esteem
Self motivation
Singapore
Statistical Analysis
Student Motivation
Taiwan
Teaching, Learning, and Human Development
Trends in International Mathematics and Science Study
Trends in International Mathematics and Science Study (TIMSS)
Tunisia
United States
Verbal Ability
Verbal achievement
Year 4
Year 8
Singapore
Hong Kong
United States
Japan
England
Scotland
Iran
Norway
Taiwan
Italy
Australia
Kuwait
Tunisia
United Kingdom (Scotland)
United Kingdom (England)
internal/external frame of reference mode
positive developmental psychology
substantive-methodological synergy
cross-cultural psychology
ISSN:0002-8312, 1935-1011
Online Access:Get full text
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Summary:The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications.
Bibliography:Refereed article. Includes bibliographical references.
American Educational Research Journal; v.52 n.1 p.168-202; February 2015
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0002-8312
1935-1011
DOI:10.3102/0002831214549453