A fresh look:: testing the internal/external frame of reference model with frame-specific academic self-concepts
A fresh look:: testing the internal/external frame of reference model with frame-specific academic self-concepts
复制标题
DOI：
10.1080/00131880500287211
复制
发表时间：
2005-11-01
影响因子：
3.5
通讯作者：
Dickhäuser, O
中科院分区：
文献类型：
--
作者：
Dickhäuser, O
背景学生的自我概念在解释学业相关行为中起着重要作用。根据内/外参照框架模型（LIE模型），学生使用两个参照框架来形成他们的数学和言语自我概念。该模型预测，外部比较将导致一个积极的协会，和内部比较，一个消极的协会，数学和口头自我概念之间。测试这些预测是可能的，要求学生评价他们的数学/语言能力与其他学生（外部自我概念）或自己的能力，在其他科目（内部自我概念）。然而，在这方面，近年来，在对自我概念的内部比较过程的研究中，这一方法并没有取得成功。目的本研究是一个新的尝试，旨在用框架特异性自我概念来检验I/E模型的中心假设，以解释自我概念的形成过程。样本来自德国2 5个中学班级的674名学生（7 - 10年级）参加了这项研究。其中373人为女性。设计与方法学生们报告了他们最近的数学和德语成绩。通过问卷评估特定框架的自我概念。结果数据分析支持I/E模型的假设。结果发现，成绩对相应的外部自我概念有正向影响，而对非相应的内部自我概念有负向影响，内部自我概念各因素之间存在较强的负相关关系，说明内部比较过程的可操作性是成功的。
Background Students' self-concepts play an important role in explaining achievement-related behaviour. According to the internal/external frame of reference model (LIE Model), students use two frames of reference to form their mathematical and verbal self-concepts. The model predicts that external comparisons will lead to a positive association, and internal comparisons to a negative association, between mathematics and verbal self-concepts. A test of these predictions is possible by asking students to rate their mathematical/verbal ability in relation to that of other students (external self-concept) or to their own ability in other subjects (internal self-concept). However, recent studies using this approach were unsuccessful in assessing self-concepts based on the internal comparison process.Purpose The present study is a new attempt to test the central assumptions of the I/E Model with frame-specific self-concepts in order to explain the process of self-concept formation.Sample A total of 674 students from 2 5 German secondary school classes (grades 7 - 10) participated in the study. 373 of the participants were female. Design and methods The students reported their most recent grades in mathematics and German. Frame-specific self-concepts were assessed via questionnaires. The data were analysed using structural equation modelling.Results The analyses of the data support the assumptions of the I/E Model. Positive effects of achievement on the corresponding external self-concepts and negative effects of achievement on the non-corresponding internal self-concepts were found. A strong negative relationship between the internal self-concept factors shows that the operationalization of the internal comparison process was successful.Conclusions These results contribute to a better understanding of how students form self-concepts.