The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations Between Academic Achievement and Self-Concept
The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations Between Academic Achievement and Self-Concept
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DOI：
10.3102/0002831211419649
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发表时间：
2011-12-01
影响因子：
3.6
通讯作者：
Marsh, Herb W.
中科院分区：
文献类型：
--
作者：
Moeller, Jens;Retelsdorf, Jan;Marsh, Herb W.
内外参照框架交互模型（RI/EM）是内外参照框架模型和交互效应模型的结合。RI/EM预测数学和语言成绩和学术自我概念（ASC）对随后的数学和语言成绩和领域内的ASCs的积极影响，以及数学和语言成绩和ASCs对随后的跨领域成绩和ASCs的负面影响。虽然充分支持的I/E模型的横截面数据和REM在一个单一的域，几乎没有研究的纵向概括的相互跨域的影响。使用从5年级到8年级的三波数据收集N = 1，508名学生，分析支持RI/EM的有效性，揭示了年级和ASCs对后续年级和ASCs的积极纵向影响，以及年级对后续ASCs的负面影响跨域。ASCs对各领域的后续等级也有很小的负面影响。
The reciprocal internal/external frame of reference model (RI/EM) combines the internal/external frame of reference model and the reciprocal effects model. The RI/EM predicts positive effects of mathematics and verbal achievement and academic self-concepts (ASC) on subsequent mathematics and verbal achievements and ASCs within domains and negative effects of mathematics and verbal achievements and ASCs on subsequent achievements and ASCs across domains. Although ample support was provided for the I/E model by cross-sectional data and for the REM within a single domain, there has been almost no research on the longitudinal generalizability of the reciprocal cross-domain effects. Using three waves of data collection from Grade 5 to Grade 8 with N = 1,508 students, analyses supported the validity of the RI/EM, revealing positive longitudinal effects of grades and ASCs on subsequent grades and ASCs within domains and negative effects of grades on subsequent ASCs across domains. There were also small negative effects of ASCs on subsequent grades across domains.