Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value.

Autor/inn/en	Arens, A. Katrin; Preckel, Franzis
Titel	Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value.
Quelle	In: Contemporary educational psychology, (2018) 54, S. 199-211Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2018.06.003
URN	urn:nbn:de:0111-pedocs-167954
Schlagwörter	Empirische Untersuchung; Faktorenanalyse; Likert-Fragebogen; Fähigkeit; Selbstkonzept; Geschlechtsspezifischer Unterschied; Schuljahr 03; Grundschule; Schüler; Schülerleistung; Deutsch; Mathematik; Sport; Modell; Baden-Württemberg; Deutschland
Abstract	Using a sample of third grade elementary school students (N?=?514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic internal/external frame of reference model by showing positive within-domain relations between math (verbal) achievements and self-concepts, but negative cross-domain relations. Positive within-domain and negative cross-domain achievement relations were also found for math and verbal intrinsic values. The findings further showed positive relations between achievement and self-concept as well as between achievement and intrinsic value within the physical ability domain. In addition, the findings demonstrated a negative relation between math achievement and physical ability self-concept and between German achievement and physical ability intrinsic value. Hence, the findings indicated that dimensional comparisons operate across academic and non-academic domains. Boys and girls did not differ with regard to the relations among constructs as depicted in the GI/E model. However, differential mean levels of the constructs were found for boys and girls. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4