Effects of achievement differences for internal/external frame of reference model investigations
- Background
Achievement 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.
Aims
The 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.
Samples
WeBackground
Achievement 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.
Aims
The 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.
Samples
We analysed eight German elementary and secondary school student samples (grades 3–8) from three independent studies (Ns 326–878).
Method
Correlations 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.
Results
In 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.
Conclusions
Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.…
Author details: | Isabelle Schmidt, Martin BrunnerORCiDGND, Franzis Preckel |
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DOI: | https://doi.org/10.1111/bjep.12198 |
ISSN: | 0007-0998 |
ISSN: | 2044-8279 |
Pubmed ID: | https://pubmed.ncbi.nlm.nih.gov/29131322 |
Title of parent work (English): | British journal of educational psychology |
Subtitle (English): | A test of robustness of findings over diverse student samples |
Publisher: | Wiley |
Place of publishing: | Hoboken |
Publication type: | Article |
Language: | English |
Date of first publication: | 2017/11/12 |
Publication year: | 2018 |
Release date: | 2021/06/15 |
Tag: | academic self-concept; dimensional comparisons; elementary school students; frame of reference; internal/external frame-of-reference model |
Volume: | 88 |
Issue: | 4 |
Number of pages: | 16 |
First page: | 513 |
Last Page: | 528 |
Funding institution: | Hogrefe Publishing Company, Gottingen; Ministry of Education, Science, Adolescence, and Culture of Rhineland-Palatinate; Bavarian Ministry for Education and Culture; Ministry for Culture, Youth, and Sports of the Federal State of Baden-Wuerttemberg; Karg-Foundation, Frankfurt/Main, Germany |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
DDC classification: | 3 Sozialwissenschaften / 30 Sozialwissenschaften, Soziologie / 301 Soziologie, Anthropologie |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 372 Primar- und Elementarbildung | |
Peer review: | Referiert |