The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

Autor/inn/en	Möller, Jens; Müller-Kalthoff, Hanno; Helm, Friederike; Nagy, Nicole; Marsh, Herb W.
Titel	The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory
Quelle	In: Frontline Learning Research, 4 (2016) 2, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Comparative Analysis; Comparative Testing; Self Concept; Self Concept Measures; Self Evaluation (Individuals); Student Motivation; Behavior Patterns; Models; Norm Referenced Tests; Generalizability Theory; Test Theory; Predictive Validity; Predictor Variables + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulische Motivation; Analogiemodell; Testtheorie; Prädiktor
Abstract	The dimensional comparison theory (DCT) focuses on the effects of internal, dimensional comparisons (e.g., "How good am I in math compared to English?") on academic self-concepts with widespread consequences for students' self-evaluation, motivation, and behavioral choices. DCT is based on the internal/external frame of reference model (I/E model) which integrates dimensional and external, social comparisons (e.g., "How good am I in math compared to my classmates?"). This article presents an extension, the generalized I/E model, which describes effects of dimensional and social comparisons in various areas. Firstly, it proposes that such comparisons are carried out not only within the academic area but also within other areas. Secondly, it proposes effects of social and dimensional comparison for other variables besides self-concepts, i.e. for motivational constructs, learning behaviors, or personality characteristics. The present article closes with an examination and discussion of the contributions of the DCT by applying standards of good theories to it. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01