Literaturnachweis - Detailanzeige
Autor/inn/en | Marsh, Herbert W; Abduljabbar, Adel Salah; Parker, Philip D; Morin, Alexandre J. S; Abdelfattah, Faisal; Nagengast, Benjamin; Möller, Jens; Abu-Hilal, Maher M |
---|---|
Titel | The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences. |
Quelle | In: American educational research journal, (2015) 1, S.168-202Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831214549453 |
Schlagwörter | Positive developmental psychology; Cross-cultural psychology; Substantive-methodological synergy; Internal/external frame of reference mode; Mathematics education; Cross cultural studies; Science education; Motivation; Self esteem; Elementary school students; Cultural differences; Age differences |
Abstract | The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications. |
Erfasst von | OLC |
Update | 2021/3/07 |