Social and Dimensional Comparisons in the Formation of German Students' Language Self-Concepts

Autor/inn/en	Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Titel	Social and Dimensional Comparisons in the Formation of German Students' Language Self-Concepts
Quelle	In: Journal of Experimental Education, 88 (2020) 2, S.245-264 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1635069
Schlagwörter	Self Concept; German; Native Language; Second Language Learning; Second Language Instruction; French; Foreign Countries; Language of Instruction; Role; Comparative Analysis; English (Second Language); Student Attitudes; Latin; Academic Achievement; Mathematics Achievement; Academic Ability; Secondary School Students; Factor Analysis; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Ausland; Teaching language; Unterrichtssprache; Rollen; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Latein; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Faktorenanalyse; Deutschland
Abstract	This study extended the internal/external reference model to multiple languages including students' language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N = 487) learning French as a second foreign language and a subsample (N = 481) learning Latin. Invariance tests demonstrated that the achievement--self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01