Formation of Academic Self-Concept and Intrinsic Value within and across Three Domains: Extending the Reciprocal Internal/External Frame of Reference Model

Autor/inn/en	Arens, A. Katrin; Niepel, Christoph
Titel	Formation of Academic Self-Concept and Intrinsic Value within and across Three Domains: Extending the Reciprocal Internal/External Frame of Reference Model
Quelle	In: British Journal of Educational Psychology, 93 (2023) 2, S.545-570 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arens, A. Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12578
Schlagwörter	Academic Ability; Self Concept; German; English (Second Language); Second Language Learning; Mathematics Achievement; Correlation; Models; Learning Motivation; Secondary School Students; Gender Differences; Generalization; Validity; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Analogiemodell; Motivation for studies; Lernmotivation; Sekundarschüler; Geschlechterkonflikt; Gültigkeit; Ausland; Deutschland
Abstract	Background: The reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to more school subjects than one math and one verbal domain, and to other motivational constructs. Aims: We examined an extended RI/E model considering achievement, academic self-concept, and intrinsic value related to math, German and English. Sample: The sample consisted of 1939 German secondary school students. Methods: The three measurement waves covered Grades 5 to 7. Cross-lagged panel models were used to analyse the data. Results: Within domains, there were reciprocal relations between achievement and academic self-concept but only unidirectional relations between former achievements and later intrinsic values. Across domains, there were significant negative relations between former math achievement and later self-concepts and intrinsic values in German and English, and between former German and English achievements and later self-concept and intrinsic value in math. These findings imply contrast effects across math and verbal domains. The pattern of relations among constructs was found to be generalizable across gender and school tracks and stable across measurement waves. Conclusion: The study provides further support for the validity of the RI/E model and its extension to English as another school subject and intrinsic value as another motivational construct. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01