Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement.

Autor/inn/en	Lösch, Thomas; Kelava, Augustin; Nagengast, Benjamin; Trautwein, Ulrich; Lüdtke, Oliver
Titel	Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement.
Quelle	In: Learning and instruction, (2017) 52, S. 80-89Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2017.05.001
Schlagwörter	Vergleich; Fremdeinschätzung; Selbsteinschätzung; Selbstkonzept; Selbstwahrnehmung; Englischunterricht; Mathematikunterricht; Modell; Schüler; Bezugssystem; Selbsteinschätzung; Vergleich; Schuljahr 07; Schüler; Schülerleistung; Peer Group; Englischunterricht; Mathematikunterricht; Bezugssystem; Fachspezifik; Modell
Abstract	The internal/external frame of reference (I/E) model posits that students' academic self-concept in one domain (e.g., math) is positively associated with achievement in the same domain but negatively associated with achievement in a comparison domain (e.g., English). Whereas academic self-concept encompasses self-ratings of achievement, peer academic reputation (PAR) encompasses peer ratings of the same achievement and PAR was shown to have an incremental predictive effect on a range of positive academic outcomes. Considering the importance of PAR, [the authors] hypothesized that the I/E model would also apply to PAR both as predictor and as outcome. [the authors] tested this hypothesis in a sample of 850 seventh-grade students in 47 classes in math and English. Therein, PAR was measured in a round-robin design where students rated each classmate's level of achievement. [the authors] tested I/E models with academic self-concept and PAR as outcomes. Results supported the I/E model for academic self-concept as outcome with academic achievement and PAR as predictor but not for PAR as outcome with achievement as predictor. For PAR as outcome, the effects across domains were positive rather than negative. These results were consistent across replications over three years using the same sample. Thus, whereas academic self-concept was characterized by contrasts between domains, PAR was characterized by assimilation between domains. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2