Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model.

Autor/in	Marsh, Herbert W.
Titel	Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model.
Quelle	(1984), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary Secondary Education; Higher Education; Mathematics Achievement; Meta Analysis; Models; Path Analysis; Personality Theories; Self Concept; Self Concept Measures; Self Evaluation (Individuals); Validity; Verbal Ability; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Meta-analysis; Metaanalyse; Analogiemodell; Pfadanalyse; Personality theory; Persönlichkeitstheorie; Selbstkonzept; Gültigkeit; Mündliche Leistung
Abstract	This investigation examines empirical support for the internal/external (I/E) frame of reference model which describes the relationships between verbal and math self-concepts, and between these academic self-concepts and verbal and math achievement. The empirical tests are based on all studies (n=6,010; ages 7 to 35 years) that have employed any of the three Self Description Questionnaire self-concept instruments. The I/E model posits that a high math self-concept is more likely when math skills are good relative to peers (an external comparison) and when math skills are better than verbal skills (an internal comparison). Consistent with the model and empirical findings: (1) verbal and math self-concepts are nearly uncorrelated with each other even though verbal and math achievement indicators are substantially correlated with each other and with the matching areas of self-concept; and (2) the direct effect of math achievement on verbal self-concept, and of verbal achievement on math self-concept, is negative. For inferred self-concepts (ratings by external observers), the external process seems to operate, but not the internal process. The findings demonstrate that academic self-concepts are affected by different processes than are the academic achievement areas they reflect and than are the inferred self-concepts. (Author/BS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC