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 2015-02, Vol.52 (1), p.168-202 |
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| creator | Marsh, Herbert W. Abduljabbar, Adel Salah Parker, Philip D. Morin, Alexandre J. S. Abdelfattah, Faisal Nagengast, Benjamin Möller, Jens Abu-Hilal, Maher M. |
| description | 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. |
| doi_str_mv | 10.3102/0002831214549453 |
| format | Article |
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S. ; Abdelfattah, Faisal ; Nagengast, Benjamin ; Möller, Jens ; Abu-Hilal, Maher M.</creator><creatorcontrib>Marsh, Herbert W. ; Abduljabbar, Adel Salah ; Parker, Philip D. ; Morin, Alexandre J. S. ; Abdelfattah, Faisal ; Nagengast, Benjamin ; Möller, Jens ; Abu-Hilal, Maher M.</creatorcontrib><description>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.</description><identifier>ISSN: 0002-8312</identifier><identifier>EISSN: 1935-1011</identifier><identifier>DOI: 10.3102/0002831214549453</identifier><identifier>CODEN: AECJAX</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>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 ; 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</subject><ispartof>American educational research journal, 2015-02, Vol.52 (1), p.168-202</ispartof><rights>Copyright © 2015 American Educational Research Association</rights><rights>2014 AERA</rights><rights>Copyright American Educational Research Association Feb 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c365t-c3566a630045597a8e3241422de9940d0475e7a8db1b7377d53da9483ce6a8363</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24546725$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24546725$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,21819,27924,27925,43621,43622,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1049913$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Marsh, Herbert W.</creatorcontrib><creatorcontrib>Abduljabbar, Adel Salah</creatorcontrib><creatorcontrib>Parker, Philip D.</creatorcontrib><creatorcontrib>Morin, Alexandre J. S.</creatorcontrib><creatorcontrib>Abdelfattah, Faisal</creatorcontrib><creatorcontrib>Nagengast, Benjamin</creatorcontrib><creatorcontrib>Möller, Jens</creatorcontrib><creatorcontrib>Abu-Hilal, Maher M.</creatorcontrib><title>The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences</title><title>American educational research journal</title><description>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.</description><subject>Academic Achievement</subject><subject>Achievement Tests</subject><subject>Age differences</subject><subject>Arabs</subject><subject>Asians</subject><subject>Australia</subject><subject>Comparative Analysis</subject><subject>Correlation</subject><subject>Cross Cultural Studies</subject><subject>Cultural Differences</subject><subject>Developmental Psychology</subject><subject>Elementary School Students</subject><subject>England</subject><subject>Factor Structure</subject><subject>Foreign Countries</subject><subject>Generalization</subject><subject>Hong Kong</subject><subject>Internal external frame of reference model</subject><subject>Iran</subject><subject>Islamic Culture</subject><subject>Italy</subject><subject>Item Response Theory</subject><subject>Japan</subject><subject>Kuwait</subject><subject>Mathematics</subject><subject>Mathematics Achievement</subject><subject>Mathematics education</subject><subject>Meta Analysis</subject><subject>Middle Eastern students</subject><subject>Middle School Students</subject><subject>Motivation</subject><subject>Norway</subject><subject>Positive psychology</subject><subject>Prediction</subject><subject>Science Achievement</subject><subject>Science education</subject><subject>Scores</subject><subject>Scotland</subject><subject>Self Concept</subject><subject>Self esteem</subject><subject>Self motivation</subject><subject>Singapore</subject><subject>Statistical Analysis</subject><subject>Student Motivation</subject><subject>Taiwan</subject><subject>Teaching, Learning, and Human Development</subject><subject>Trends in International Mathematics and Science Study</subject><subject>Trends in International Mathematics and Science Study (TIMSS)</subject><subject>Tunisia</subject><subject>United States</subject><subject>Verbal Ability</subject><subject>Verbal achievement</subject><subject>Year 4</subject><subject>Year 8</subject><issn>0002-8312</issn><issn>1935-1011</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp1kM1r3DAQxUVoIduk914Chp7d6NtWblt3k6akFNr0LBRrvKvFa7mStjTn_OOR4yWEQC-SeO83b0aD0AeCPzGC6TnGmNaMUMIFV1ywI7QgiomSYELeoMVkl5N_jN7FuMWYUFWTBXq43UBxPSQIg-nPV__mR3EZzA4K3xU_oYMAQwvFd2-hn6Rf0Hdl47M2psIMtli2Gwd_YQdDynxvkvNDvCiWa8jYxoeZaoKPsWz2fdqH3OGL6w7J8RS97Uwf4f3hPkG_L1e3zdfy5sfVdbO8KVsmRcqnkNJIhjEXQlWmBkY54ZRaUIpji3klIMv2jtxVrKqsYNYoXrMWpKmZZCfo45w7Bv9nDzHprd9P342aSJEXxUTNM4Vnqp0GDtDpMbidCfeaYD2tWr9edS45m0sguPYZX30jmCtFJr-c_WjW8KLp__M-z3zYuaQNuDHpTUpj1NYko93Q-SfHh7W23j0FMSIPJMVCyBdDbWPy4XkqmpvIigr2COrQpz4</recordid><startdate>20150201</startdate><enddate>20150201</enddate><creator>Marsh, Herbert W.</creator><creator>Abduljabbar, Adel Salah</creator><creator>Parker, Philip D.</creator><creator>Morin, Alexandre J. 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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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.3102/0002831214549453</doi><tpages>35</tpages></addata></record> |
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| ispartof | American educational research journal, 2015-02, Vol.52 (1), p.168-202 |
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| 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 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 |
| title | The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences |
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