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首页> 外文期刊>British journal of educational psychology >Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples
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Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples

机译：借助参考模型调查内部/外部框架的成就差异的影响：各种学生样本的调查结果鲁棒性的考验

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Background Aims Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects. The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions. Samples Method We analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878). Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples. Results Conclusions In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students. Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.
机译：背景技术旨在在言语学校主题中的数学和成就的成就比各自的学术自我概念更强烈地相关。参考模型的内部/外部框架（I / E型; Marsh，1986，AM。教育。RES。J.，23,129）通过社会和维度比较流程解释了这一发现。我们调查了尺寸比较主要取决于受试者之间成就的差异的模型的关键假设。我们比较了小学和中学生群体群体的特定自我概念与各个主题差异的相关性的相关性。主要目标是（1）表明尺寸比较的影响依赖于受试者之间的成就差异的大程度，（2）展示不同年级水平和自我概念尺度的调查结果的普遍性，以及（3 ）测试很少使用的相关比较方法（CCA），用于调查I / E模型假设。样品方法从三个独立研究（NS 326-878）分析了八个德国小学和中学生样本（3-8级）。将各个主题中具有相同等级的数学和德国自我概念之间的相关性与使用Fisher Z检验对独立样本的学生的自我概念的相关性进行了比较。结果在所有样本中得出结论，数学自我概念和德国自我概念之间的相关性对于具有相同等级的学生而不是具有不同成绩的学生。中小学生中学相关性的差异对中学生和中学生中学大小的效果大小。调查结果在等级上广泛化，并表明了自我概念形成中的发展方面。 CCA补充了I / E-Research内的调查。

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