ERIC Number: EJ1049486
Record Type: Journal
Publication Date: 2014-Nov
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
The Longitudinal Interplay of Students' Academic Self-Concepts and Achievements within and across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model
Niepel, Christoph; Brunner, Martin; Preckel, Franzis
Journal of Educational Psychology, v106 n4 p1170-1191 Nov 2014
Students' cognitive and motivational profiles have a large impact on their academic careers. The development of such profiles can partly be explained by the reciprocal internal/external frame of reference model (RI/E model). The RI/E model predicts positive and negative longitudinal effects between academic self-concepts and achievements within and across 2 academic domains (i.e., the mathematics and verbal domains). In the present study, we replicated the RI/E model in 2 samples and extended it by simultaneously investigating the longitudinal associations of academic self-concepts and achievements in 3 academic domains (i.e., mathematics, German as a native language, English as a foreign language). We examined 2 domains across 4 measurement occasions in 2 independent student samples who were in Grades 5-8 (Study 1: N = 1,529) or Grades 5-7 (Study 2: N = 639). In a 3rd study, we examined a subsample of the 2nd sample (N = 465) in 3 domains. Results demonstrated support for the RI/E model for 2 as well as 3 academic domains. We found positive reciprocal effects of academic self-concepts and achievements within a domain, positive reciprocal effects between achievements across domains, negative effects of achievements on subsequent cross-domain self-concepts, negative effects of academic self-concepts on subsequent cross-domain achievements, and some support for negative effects of academic self-concepts on subsequent cross-domain self-concepts. Furthermore, we found that RI/E model effects were of comparable size across time. To conclude, the RI/E model provides significant insights into the development of distinct motivational and cognitive profiles and, thus, of becoming either a math or verbal person. Implications for research and educational practice are discussed.
Descriptors: Academic Ability, Self Concept, Profiles, German, Native Language, Mathematics Achievement, English (Second Language), Second Language Learning, Elementary School Students, Models, Student Motivation, Verbal Ability, Mathematics Skills, Educational Practices, Longitudinal Studies, Foreign Countries, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A