The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations

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.

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education

“…For example, students compare their own skills across different academic domains (e.g., different subjects; Möller and Marsh 2013;Möller et al 2009). External comparison refers to situations in which students compare their own skills in a particular school subject with the perceived skills of other students in the same school subject within their frame of reference (e.g., classmates, Marsh et al, 2015). The source of comparison leads to multidimensionality of ASC, so that students' ASC is hierarchically structured with domain-specific facets according to different subjects of ASC at the bottom and a general ASC at the apex.…”

The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

“…In the UAE, parents tend to heavily rely on school staff and teachers for their involvement, as they contend with the different responsibilities of parents, teachers and schools (Moussa-Inaty and De La Vega 2013). Using the Trends in International Mathematics and Science Study (TIMSS) data to compare student's academic self-concept across Western, Asian and Middle Eastern countries, Marsh et al (2015) revealed some cross-cultural differences where predictions of relationships between math and science achievement and student self-concept were not fully supported by the data from Middle Eastern countries. Analysts also argued that in the UAE many female Emirati college students are not motivated to raise their academic achievements, as they are not under family pressure to work after graduation (Crabtree 2007).…”

Putting all students in one basket does not produce equality: gender-specific effects of curricular intensification in upper secondary school

“…Surprisingly, very few studies have explored motivational outcomes in the context of CI, even with regard to STEM reforms where the role of motivational outcomes in predicting STEM career choices is well substantiated (Jansen, Schroeders, & Lüdtke, 2014;Watt & Eccles, 2008). Further attesting to the critical role of motivational variables, achievement is reciprocally associated with students' motivation, as academic self-concepts and interests are highly influenced by previous achievement but also predict later achievement (Marsh et al, 2015;Schurtz, Pfost, Nagengast, & Artelt, 2014).…”