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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| Veröffentlicht in: | American educational research journal Jg. 52; H. 1; S. 168 - 202 |
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| Hauptverfasser: | , , , , , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
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Los Angeles, CA
SAGE Publications
01.02.2015
American Educational Research Association |
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| ISSN: | 0002-8312, 1935-1011 |
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| Abstract | 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. |
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| AbstractList | 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. 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 generalisability 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. [Author abstract] |
| Audience | Junior High Schools Middle Schools Elementary Education Secondary Education |
| Author | Morin, Alexandre J. S. Abu-Hilal, Maher M. Parker, Philip D. Abduljabbar, Adel Salah Marsh, Herbert W. Nagengast, Benjamin Abdelfattah, Faisal Möller, Jens |
| AuthorAffiliation | University of Tuebingen Sultan Qaboos University Australian Catholic University Qatar University University of Kiel King Saud University University of Oxford |
| AuthorAffiliation_xml | – name: University of Oxford – name: Australian Catholic University – name: Sultan Qaboos University – name: Qatar University – name: University of Tuebingen – name: King Saud University – name: University of Kiel |
| Author_xml | – sequence: 1 givenname: Herbert W. surname: Marsh fullname: Marsh, Herbert W. – sequence: 2 givenname: Adel Salah surname: Abduljabbar fullname: Abduljabbar, Adel Salah – sequence: 3 givenname: Philip D. surname: Parker fullname: Parker, Philip D. – sequence: 4 givenname: Alexandre J. S. surname: Morin fullname: Morin, Alexandre J. S. – sequence: 5 givenname: Faisal surname: Abdelfattah fullname: Abdelfattah, Faisal – sequence: 6 givenname: Benjamin surname: Nagengast fullname: Nagengast, Benjamin – sequence: 7 givenname: Jens surname: Möller fullname: Möller, Jens – sequence: 8 givenname: Maher M. surname: Abu-Hilal fullname: Abu-Hilal, Maher M. |
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| Keywords | internal/external frame of reference mode positive developmental psychology substantive-methodological synergy cross-cultural psychology |
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| Notes | 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 |
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| Title | The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences |
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