A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept

Autor/inn/en	Moller, Jens; Pohlmann, Britta; Koller, Olaf; Marsh, Herb W.
Titel	A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Quelle	In: Review of Educational Research, 79 (2009) 3, S.1129-1167 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654309337522
Schlagwörter	Test Results; Self Efficacy; Self Concept; Standardized Tests; Academic Achievement; Path Analysis; Meta Analysis; Verbal Ability; Mathematics Skills; Correlation; Age Differences; Gender Differences; Measures (Individuals); Foreign Countries; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Standadised tests; Standardisierter Test; Schulleistung; Pfadanalyse; Meta-analysis; Metaanalyse; Mündliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Messdaten; Ausland
Abstract	A meta-analysis of 69 data sets ( N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self-concepts. As predicted by the internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (0.67), but the correlation between math and verbal self-concepts (0.10) was close to zero. Correlations between math and verbal achievement and correlations between achievements and self-concepts within the domains were more positive when grades instead of standardized test results were used as achievement indicators. A path analysis revealed support for the I/E model, with positive paths from achievement to the corresponding self-concepts (0.61 for math, 0.49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (0.21 from math achievement on verbal self-concept, 0.27 from verbal achievement to math self-concept). Furthermore, results showed that the I/E model is valid for different age groups, gender groups, and countries. The I/E model did not fit the data when self-efficacy measures were used instead of self-concept measures. These results demonstrate the broad scope of the I/E model as an adequate description of students' self-evaluation processes as they are influenced by internal and external frames of reference. (Contains 10 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10