Cognitive and Affective Components of Verbal Self-Concepts and Internal/External Frame of Reference within the Multidimensional Verbal Domain

Autor/inn/en	Karimova, Könül; Csapó, Beno
Titel	Cognitive and Affective Components of Verbal Self-Concepts and Internal/External Frame of Reference within the Multidimensional Verbal Domain
Quelle	In: SAGE Open, 11 (2021) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karimova, Könül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211018683
Schlagwörter	Foreign Countries; Middle School Students; Grade 8; Self Concept; Verbal Ability; Russian; English (Second Language); Models; Academic Achievement; Language Proficiency; Azerbaijan + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Selbstkonzept; Mündliche Leistung; Russisch; English as second language; English; Second Language; Englisch als Zweitsprache; Analogiemodell; Schulleistung; Language skill; Language skills; Sprachkompetenz; Aserbaidschan
Abstract	Most researchers have studied students' academic self-concept within native language and mathematics, indicating the multidimensional nature of academic self-concept. However, there is a shortage of studies that examined the twofold multidimensional structure of verbal self-concept within the internal/external frame of reference (I/E) model of two foreign languages. This study aims to examine affective and cognitive components of English and Russian self-concepts for defining the separation or conflation of these components within the I/E model and evaluate cognitive and affective components across gender. A total of 540 eighth-grade Azeri students participated in this study. Confirmatory factor analysis indicated self-concept structure as twofold multidimensional, distinguishing affective and cognitive components as two different constructs. Study of the I/E model of two language self-concepts showed that Russian achievement correlated with Russian cognitive self-concept and English cognitive self-concept related to English achievement. One general verbal self-concept for different languages may not adequately represent multilingual learners and can produce misleading interpretations. The relationship between the two dimensions of self-concept in two target languages was invariant. The results of this study should encourage researchers to examine subject-specific self-concepts that conceptualize cognitive and affective dimensions of the self-concept and their relationships with achievement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01