A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept

Review of Educational Research - Tập 79 Số 3 - Trang 1129-1167 - 2009
Jens Møller1,2,3,4,5, Britta Pohlmann1,2,3,4,5, Olaf Köller2,3,6,4,5, Herbert W. Marsh2,3,4,5,7
1University of Kiel, Kiel, Germany
2BRITTA POHLMANN is junior professor of educational psychology, University of Kiel, Olshausenstr. 70, D-24098, Kiel, Germany; e-mail: . Her main research interests are self-concept and teacher motivation.
3HERB W. MARSH is full professor of educational psychology, Education, Oxford University, 15 Norham Gardens Road, Oxford, OX2 6PY, UK; e-mail: . His main research interests are self-concept, methodology, and multivariate statistics.
4JENS MÖLLER is full professor of educational psychology, University of Kiel; Olshausenstr. 70, D-24098, Kiel, Germany; e-mail: . His main research interests are self-concept, reading, and cooperative teaching.
5OLAF KÖLLER is full professor of education, Humboldt-University Berlin, Institut zur Qualitätsentwicklung im Bildungswesen, Humboldt-Universität zu Berlin, Unter den Linden 6 D-10099 Berlin, Germany; e-mail: . His main research interests are evaluation, methodology, and self-concept.
6Humboldt-University Berlin, Institut zur Qualitatsentwicklung im Bildungswesen, Berlin, Germany
7Oxford University, Oxford, United Kingdom

Tóm tắt

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 (.67), but the correlation between math and verbal self-concepts (.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 (.61 for math, .49 for verbal) and negative paths from achievement in one subject to self-concept in the other subject (−.21 from math achievement on verbal self-concept, −.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.

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Review of Educational Research

Tập 79 Số 3

1129-1167

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