TY - JOUR
T1 - The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations
T2 - Age-Cohort and Cross-Cultural Differences
AU - Marsh, Herbert W.
AU - Abduljabbar, Adel Salah
AU - Parker, Philip D.
AU - Morin, Alexandre J.S.
AU - Abdelfattah, Faisal
AU - Nagengast, Benjamin
AU - Möller, Jens
AU - Abu-Hilal, Maher M.
N1 - Publisher Copyright:
© 2014 AERA.
PY - 2015/2/22
Y1 - 2015/2/22
N2 - The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications.
AB - The internal/external frame of reference (I/E) model and dimensional comparison theory posit paradoxical relations between achievement (ACH) and self-concept (SC) in mathematics (M) and verbal (V) domains; ACH in each domain positively affects SC in the matching domain (e.g., MACH to MSC) but negatively in the nonmatching domain (e.g., MACH to VSC). This substantive-methodological synergy based on latent variable models of Trends in International Mathematics and Science Study (TIMSS) data supports the generalizability of these predictions in relation to: mathematics and science domains, intrinsic motivation as well as self-concept, and age and nationality, based on nationally representative matched samples of fourth- and eighth-grade students from three Middle Eastern Islamic, five Western, and four Asian countries (N=117,321 students) with important theoretical, developmental, cross-cultural, and methodological implications.
KW - cross-cultural psychology
KW - internal/external frame of reference mode
KW - positive developmental psychology
KW - substantive-methodological synergy
UR - http://www.scopus.com/inward/record.url?scp=84921344845&partnerID=8YFLogxK
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U2 - 10.3102/0002831214549453
DO - 10.3102/0002831214549453
M3 - Article
AN - SCOPUS:84921344845
SN - 0002-8312
VL - 52
SP - 168
EP - 202
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 1
ER -