Literaturnachweis - Detailanzeige
Autor/inn/en | Wolff, Fabian; Sticca, Fabio; Niepel, Christoph; Götz, Thomas; Van Damme, Jan; Möller, Jens |
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Titel | The Reciprocal 2I/E Model: An Investigation of Mutual Relations between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain across Three Countries |
Quelle | In: Journal of Educational Psychology, 113 (2021) 8, S.1529-1549 (21 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Wolff, Fabian) ORCID (Sticca, Fabio) ORCID (Niepel, Christoph) ORCID (Van Damme, Jan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000632 |
Schlagwörter | Mathematics Achievement; Verbal Ability; Self Concept; Models; Elementary School Students; Secondary School Students; Foreign Countries; Grades (Scholastic); Scores; Germany; Switzerland; Belgium |
Abstract | Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers' attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students' math and verbal achievements and self-concepts. The 2I/EM describes the effects of students' math and verbal achievement levels and changes on their math and verbal self-concepts. The present research integrates these 2 approaches into the reciprocal 2I/EM (R2I/EM), which describes the effects of students' math and verbal achievement levels and changes on their math and verbal self-concepts and the effects of their math and verbal self-concept levels and changes on their math and verbal achievements. We tested this model in 3 empirical studies, including about 6,000 students between Grade 4 and Grade 11 from Germany, Switzerland, and Belgium, using grades and test scores as achievement indicators. Overall, we found strong support for the R2I/EM. In line with prior 2I/EM studies, students' achievement levels showed positive (negative) effects on their self-concepts within (between) subjects. The effects of students' achievement changes on their self-concepts within (between) subjects were usually positive (near 0). In line with prior RI/EM studies, students' self-concept levels showed positive (negative or near 0) effects on their achievements within (between) subjects. For the first time, we also examined the effects of students' self-concept changes on their achievements: These effects were usually positive (positive or near 0) within (between) subjects. Our findings have important theoretical and practical implications for the I/E model literature and for teachers aiming to foster their students' self-concepts and achievements. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |