The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts

Autor/inn/en	Karimova, Könül; Csapó, Beno
Titel	The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts
Quelle	In: Journal of Advanced Academics, 31 (2020) 4, S.506-529 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karimova, Könül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X20929703
Schlagwörter	Mathematics Achievement; Verbal Ability; Self Concept; Academic Ability; Second Language Learning; Russian; English (Second Language); Correlation; Factor Analysis; Ethnic Groups; Second Language Instruction; Intervention; Grade 8; Secondary School Students; Native Language; Foreign Countries; Turkic Languages; Language Tests; Test Content; Mathematics Tests; Student Attitudes; Azerbaijan + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mündliche Leistung; Selbstkonzept; Zweitsprachenerwerb; Russisch; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Faktorenanalyse; Ethnie; Fremdsprachenunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Ausland; Turkish; Türkisch; Language test; Sprachtest; Testaufgabe; Schülerverhalten; Aserbaidschan
Abstract	The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners' academic self-concept and achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01