The reciprocal internal/external frame of reference model using grades and test scores.

Autor/inn/en	Möller, Jens; Zimmermann, Friederike; Köller, Olaf
Titel	The reciprocal internal/external frame of reference model using grades and test scores. Gefälligkeitsübersetzung: Das reziproke Modell des internalen/externalen Bezugsrahmens am Beispiel von Zensuren und Testergebnissen.
Quelle	In: British journal of educational psychology, 84 (2014) 4, S. 591-611Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12047
Schlagwörter	Fertigkeit; Selbstkonzept; Test; Wissenstest; Zeugnis; Mathematik; Leistung
Abstract	Evaluated the reciprocal internal/external frame of reference model (RI/EM) and extended it using objective achievement indicators and grades. The RI/EM combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self-concept have positive effects on subsequent mathematics and VACH and academic self-concept within domains but have negative effects across domains. Two waves of data collection from grade 5 to grade 9 with 1,045 secondary school students were used. Verbal and math test scores, grades, and self-concept data were obtained as well as family demographic information (the Highest International Socio-Economic Index of Occupational Status, HISEI). Participants also completed subscales of the Culture Fair Intelligence Test (CFT) and academic self-concept scales (verbal and math). The main analyses were conducted using hierarchical linear modeling. Results showing the positive longitudinal effects of grades and test scores on subsequent grades, test scores and academic self-concept within domains and the negative effects of grades and test scores on subsequent academic self-concept across domains supported the RI/EM. The effects of academic self-concept on subsequent grades and test scores across domains were near zero when prior achievement indicators were controlled for. Overall, the results using school grades as achievement measures were replicated using standardized achievement test scores. The results highlight the importance of combining common theories, which are mostly investigated individually, to enhance our understanding of the complexity of within- and across-domain relations between academic self-concepts and achievement using grades as well as test scores. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3