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ERIC Number: EJ879418
Record Type: Journal
Publication Date: 2009
Pages: 39
Abstractor: As Provided
Reference Count: 102
ISBN: N/A
ISSN: ISSN-0034-6543
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept
Moller, Jens; Pohlmann, Britta; Koller, Olaf; Marsh, Herb W.
Review of Educational Research, v79 n3 p1129-1167 2009
A meta-analysis of 69 data sets ( N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on math and verbal self-concepts. As predicted by the internal/external frame of reference (I/E) model, math and verbal achievements were highly correlated overall (0.67), but the correlation between math and verbal self-concepts (0.10) was close to zero. Correlations between math and verbal achievement and correlations between achievements and self-concepts within the domains were more positive when grades instead of standardized test results were used as achievement indicators. A path analysis revealed support for the I/E model, with positive paths from achievement to the corresponding self-concepts (0.61 for math, 0.49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (0.21 from math achievement on verbal self-concept, 0.27 from verbal achievement to math self-concept). Furthermore, results showed that the I/E model is valid for different age groups, gender groups, and countries. The I/E model did not fit the data when self-efficacy measures were used instead of self-concept measures. These results demonstrate the broad scope of the I/E model as an adequate description of students' self-evaluation processes as they are influenced by internal and external frames of reference. (Contains 10 tables and 1 figure.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A