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

Autor/inn/en	Marsh, Herbert W.; Byrne, Barbara M.
Titel	Verbal and Math Self-Concepts: An Extension of the Internal/External Frame of Reference Model.
Quelle	(1987), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Construct Validity; Correlation; Factor Analysis; Factor Structure; Grade 11; Grade 12; High School Seniors; High Schools; Locus of Control; Mathematical Models; Mathematics Skills; Self Concept; Self Concept Measures; Sex Differences; Verbal Ability + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Faktorenanalyse; Faktorenstruktur; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; Oberschule; Mathematical model; Mathematisches Modell; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Sex difference; Geschlechtsunterschied; Mündliche Leistung
Abstract	The internal/external (I/E) frame of reference model describes relations among Verbal self-concept (VSC), Math self-concept (MSC), and corresponding achievement scores (VACH, MACH). In support of the model Marsh (1986) found that: (1) VSC and MSC were nearly uncorrelated; (2) the effect of VACH on VSC, and of MACH on MSC, were positive; but (3) the effects of VACH on MSC, and of MACH on VSC, were negative (higher skills in one area lead to lower self-concepts in the other area). However, the support was limited to responses just to the Self Description Questionnaires by Australian subjects. In the present investigation the findings were replicated with each of three different self-concept instruments for responses by Canadian senior high school students. An extension of the original model to include school grades across all classes, school self-concept, general self-concept, and gender did not affect support for the I/E model. However, this extension provided remarkably strong support for the specificity of multiple dimensions of self, and perhaps for the influence of sex stereotypes on academic self-concepts beyond what can be explained in terms of academic achievement. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC