Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts
Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts
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DOI：
10.1037/0022-0663.90.1.102
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发表时间：
1998-03-01
影响因子：
4.9
通讯作者：
Bong, M
中科院分区：
文献类型：
--
作者：
Bong, M
H. W. Marsh（1986）的内部/外部（I/E）参考框架模型认为，学生的自我概念来自于他们与同龄人的能力以及他们在其他领域的能力的同时比较。I/E模型没有得到（a）特定学科自我效能和（B）特定框架自我概念的明确支持。具体框架的自我概念进行了评估，要求学生报告他们的自我知觉能力，直接参考内部和外部的比较框架。与I/E模型的假设相反，学生基于内部比较的语言自我概念和数学自我概念呈正相关;一个领域的成就对另一个领域的基于内部和外部比较的自我概念都有负面影响;语言自我概念和数学自我概念呈正相关。有趣的是，当经典的I/E模型结构被复制时，大多数模型的预测都得到了证实，这表明在不满足模型理论规定的情况下，可以实现自我和成就因素之间的假设关系。
H. W. Marsh's (1986) internal/external (I/E) frames of reference model posits that students' self-concepts result from simultaneous comparison of their competence to their peers' ability and their ability in other areas. The I/E model failed to receive clear support with (a) subject-specific self-efficacy and (b) frame-specific self-concepts. Frame-specific self-concepts were assessed by asking students to report their self-perceived capability in direct reference to the internal and external comparison frames. Contrary to the I/E model's assumptions, students' verbal and math self-concepts based on the internal comparison were positively correlated; achievement in one area negatively influenced both internal and external comparison-based self-concepts in the other area; and verbal and math self-concepts were positively correlated. Interestingly, most of the model's predictions were confirmed when the classical I/E model structure was replicated, demonstrating that the hypothesized relations among self and achievement factors can be achieved without satisfying the model's theoretical provisions.