Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics.

Autor/inn/en	Arens, Anne Katrin; Möller, Jens; Watermann, Rainer
Titel	Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics.
Quelle	In: Learning and individual differences, (2016) 51, S. 91-99Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2016.08.044
URN	urn:nbn:de:0111-pedocs-174780
Schlagwörter	Empirische Forschung; Fragebogen; Likert-Fragebogen; Vergleich; Selbstkonzept; Schuljahr 09; Schuljahr 10; Sekundarstufe I; Schüler; Schülerleistung; Englischunterricht; Geschichtsunterricht; Mathematikunterricht; Physikunterricht; Politische Bildung; Sozialkunde; Modell; Likert, Rensis A.; Deutschland
Abstract	Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history self-concept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2