An extension to the internal/external frame of reference model to two verbal and numerical domains

Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts ofN=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-conceptswithin the verbal and numerical domains, while; (c) self-conceptsbetween the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding self-concepts; (e) negative paths were found from achievement in one domain to self-concept in the other; (f) positive paths were found from math (physics) achievement to physics (math) self-concept. Finally, (g), almost no effects were found within the verbal domain, i.e., from English (German) achievement to German (English) self-concept. Therefore, there is some support for the I/E model between domains; whereas effects from achievements on self-concepts within the domains were not negative.RésuméContrairement aux comparaisons sociales, les comparaisons dimensionnelles dans lesquelles les élèves comparent leurs résultats dans un sujet avec les résultats dans d’autres sujets ont un impact sur leur concepts de soi académiques.Le «Modèle du système de référence intérieur/extérieur (I/E)» de Marsh (1986) suppose que les comparaisons dimensionnelles causent des sentiers négatifs de la réussite dans un sujet (par exemple, des mathématiques) à la concept de soi dans un autre sujet (par exemple, anglais). Dans la présente recherche, le modèle d’I/E a été élargi à deux domaines verbaux (l’allemand — la langue maternelle — et l’anglais) et à deux domaines numériques (les mathématiques et la physique). Les notes et les concepts de soi académiques qui sont typiques pour un domaine deN=1440 élèves ont été évalués. Grâce au modèle d’I/E élargi, (a) les résultats dans des mathématiques, la physique, l’allemand et l’anglais ont été corrélés de façon aussi positive que les concepts de soi; (b) dans les domaines verbaux et numériques, tandis que les concepts de soi; (c) entre les domaines verbaux et numériques ont été presque non corrélés; (d) un sentier positif a été reçu concernant la réussite dans des mathématiques, le physique, l’allemand et l’anglais et leurs concepts de soi correspondants; (e) les sentiers négatifs ont été trouvés de la réussite dans un domaine au concept de soi dans l’autre; (f) les sentiers positifs ont été trouvés de la réussite dans des mathématiques (la physique) à concept de soi dans la physique (des mathématiques). Finalement, (g), presque aucuns effets n’ont été trouvés dans le domaine verbal, c ’est-à-dire, de réussite en anglais (en allemande) au concept de soi en allemand (en anglais).

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