ERIC Number: ED409186
Record Type: RIE
Publication Date: 1997-Mar
Influences of Internal and External Frames of Reference on Math and Verbal Self-concepts for Gifted and Non-gifted Tenth Grade Students.
Zhang, Wanli; And Others
This study explores the relationship between mathematics and English achievement and mathematics and verbal self-concept and investigates whether these relationships are invariant with respect to student ability and gender. Data from 16,033 10th grade students who completed both the base and the first follow-up student questionnaire of the National Education Longitudinal Study (NELS) of 1988 were used in this study. Findings indicate that math and verbal self-concepts are substantially less correlated than math and English achievement; individual level math (English) achievement has a positive, direct effect on math (verbal) self-concept but a negative, direct effect on verbal (math) self-concept; and school level math (English) achievement has a negative effect on math (verbal) self-concept but not on verbal (math) self-concept. These findings were found to be invariant across males and females as well as gifted and non-gifted students; however, statistically significant gender differences and giftedness differences were found in the correlations between math and verbal self-concepts. Higher correlations were found to exist between math self-concept and verbal self-concept for males than for females and for gifted than for non-gifted students. Contains 76 references. (Author/JRH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).