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ERIC Number: ED411259
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Direct and Indirect Tests of Internal/External Frames of Reference Model with Measures of Academic Self-Efficacy.
Bong, Mimi
The internal/external (I/E) frames of reference model proposed by H. Marsh (1986, 1990) points to the relativistic nature of academic self-concept formation. It argues that students compare their own academic ability to that of their peers in an external comparison, and they compare their own verbal skills to their mathematics skills in an internal comparison. The relative superiority of one set of skills over the other becomes salient in this comparison, yielding a negative correlation between verbal and mathematics self-concept. This study tested the I/E model with typical measures of academic self-efficacy with 588 students from 4 Los Angeles (California) high schools. Students rated their confidence in their ability to solve problems and their perceptions of ability in each school subject. Overall, results do not provide clear support for the I/E model. Even when students were explicitly told to compare their capability in one domain to that in the others, their verbal and mathematics self-perception failed to exhibit a negative relationship. It is difficult to accept the I/E model's contention that students spontaneously, if not voluntarily, undergo two separate comparison processes when asked to report their own perceived competence. It appears that their perceptions of capability are constructed without the internal comparison process. (Contains three figures and nine references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A