ERIC Number: EJ1049913
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
Reference Count: 90
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations: Age-Cohort and Cross-Cultural Differences
Marsh, Herbert W.; Abduljabbar, Adel Salah; Parker, Philip D.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Nagengast, Benjamin; Möller, Jens; Abu-Hilal, Maher M.
American Educational Research Journal, v52 n1 p168-202 Feb 2015
The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth-and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications.
Descriptors: Self Concept, Cultural Differences, Academic Achievement, Comparative Analysis, Mathematics Achievement, Asians, Foreign Countries, Correlation, Verbal Ability, Student Motivation, Cross Cultural Studies, Generalization, Models, Elementary School Students, Middle School Students, Prediction, Science Achievement, Developmental Psychology, Meta Analysis, Arabs, Islamic Culture, Achievement Tests, Scores, Factor Structure, Item Response Theory, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Australia; Hong Kong; Iran; Italy; Japan; Kuwait; Norway; Singapore; Taiwan; Tunisia; United Kingdom (England); United Kingdom (Scotland); United States
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study