Academic Self-Concept Formation: Testing the Internal/External Frame of Reference Model, Big-Fish-Little-Pond Model, and an Integrated Model at the End of Primary School

Autor/in	Kavanagh, Lauren
Titel	Academic Self-Concept Formation: Testing the Internal/External Frame of Reference Model, Big-Fish-Little-Pond Model, and an Integrated Model at the End of Primary School
Quelle	In: European Journal of Psychology of Education, 35 (2020) 1, S.93-109 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kavanagh, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-019-00416-w
Schlagwörter	Academic Ability; Self Concept; Academic Achievement; Psychological Patterns; Models; Comparative Analysis; Prediction; Mathematics Achievement; Reading Achievement; Grade 6; Elementary School Students; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Analogiemodell; Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Irland
Abstract	Given the significant role that academic self-concept plays in students' learning, understanding the psychological processes involved in its formation continues to be an important focus of enquiry. There is strong empirical support for two major models of academic self-concept (ASC) formation: the big-fish-little-pond (BFLP) model and the internal/external frame of reference model (I/E model), models which emphasise the roles of social and dimensional comparisons in ASC development. The present study aimed to contribute to an emerging body of evidence on the validity of a model that integrates the predictions of the BFLP and I/E models into a unified framework. Models were tested in the domains of reading and mathematics using data from a nationally representative sample of 4166 grade 6 students in 220 classes in Ireland. Central predictions of the BFLP and I/E models held when tested in combination. Specifically, individual achievement in one domain had a significant positive effect on self-concept in that domain and a negative effect on self-concept in the other domain. Additionally, class-level achievement in a given domain was negatively related to self-concept in that domain, after accounting for the effect of individual achievement. Findings support the hypothesis that social and dimensional comparisons have effects on the academic self-concepts of primary school children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01