The reciprocal internal/external frame of reference model using grades and test scores

British Journal of Educational Psychology - Tập 84 Số 4 - Trang 591-611 - 2014
Jens Møller1, Friederike Zimmermann1, Olaf Köller2
1Department of Educational Psychology University of Kiel Germany
2Leibniz‐Institute for Science and Mathematics Education (IPN) University of Kiel Germany

Tóm tắt

BackgroundThe reciprocal I/E model (RI/EM) combines the internal/external frame of reference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends the I/EM longitudinally and the REM across domains. The model predicts that, within domains, mathematics and verbal achievement (VACH) and academic self‐concept have positive effects on subsequent mathematics and VACH and academic self‐concept within domains but have negative effects across domains.AimsThe main purpose is to validate the RI/EM and extend it using objective achievement indicators and grades.SampleTwo waves of data collection from grade 5 to grade 9 with N = 1,045 secondary school students were used.MethodsTest scores, grades, and self‐concept data were obtained. The main analyses were conducted using hierarchical linear modelling.ResultsThe positive longitudinal effects of grades and test scores on subsequent grades, test scores and academic self‐concept within domains and the negative effects of grades and test scores on subsequent academic self‐concept across domains supported the RI/EM. The effects of academic self‐concept on subsequent grades and test scores across domains were near zero when prior achievement indicators were controlled for. Overall, the results using school grades as achievement measures were replicated using standardized achievement test scores.ConclusionsThe results serve to highlight the importance of the combination of common theories, which are mostly investigated individually, to enhance our understanding of the complexity of within‐ and across‐domain relations between academic self‐concepts and achievement using grades as well as test scores.

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British Journal of Educational Psychology

Tập 84 Số 4

591-611

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