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AutorenMarsh, Herbert W.; Abduljabbar, Adel Salah; Parker, Philip D.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Nagengast, Benjamin; Möller, Jens; Abu-Hilal, Maher M.
TitelThe Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
QuelleIn: American Educational Research Journal, 52 (2015) 1, S.168-202 (35 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0002-8312
DOI10.3102/0002831214549453
SchlagwörterSelf Concept; Cultural Differences; Academic Achievement; Comparative Analysis; Mathematics Achievement; Asians; Foreign Countries; Correlation; Verbal Ability; Student Motivation; Cross Cultural Studies; Generalization; Models; Elementary School Students; Middle School Students; Prediction; Science Achievement; Developmental Psychology; Meta Analysis; Arabs; Islamic Culture; Achievement Tests; Scores; Factor Structure; Item Response Theory; Statistical Analysis; Australia; Hong Kong; Iran; Italy; Japan; Kuwait; Norway; Singapore; Taiwan; Tunisia; United Kingdom (England); United Kingdom (Scotland); United States; Trends in International Mathematics and Science Study
AbstractThe 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. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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