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
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	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12047
Schlagwörter	Forschungsbericht; Self Concept; Mathematics Achievement; Verbal Ability; Validity; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Secondary School Students; Scores; Grades (Scholastic); Hierarchical Linear Modeling; Achievement Tests; Longitudinal Studies; Models + Suchen Sie Ihr Suchwort? Selbstkonzept; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mündliche Leistung; Gültigkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Notenspiegel; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell
Abstract	Background: The reciprocal I/E model (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. Aims: The main purpose is to validate the RI/EM and extend it using objective achievement indicators and grades. Sample: Two waves of data collection from grade 5 to grade 9 with N = 1,045 secondary school students were used. Methods: Test scores, grades, and self-concept data were obtained. The main analyses were conducted using hierarchical linear modelling. Results: 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. Conclusions: The results serve to highlight the importance of the combination of 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. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10