Marsh, H. W, Abduljabbar, A. S, Parker, P. D, Morin, A. J, Abdelfattah, F., Nagengast, B., Moller, J. & Abu-Hilal, MM. (2015). The internal/external frame of reference model of self-concept and achievement relations: age-cohort and cross-cultural differences [accepted manuscript]. American Educational Research Journal,52(1), 168-202. Retrieved from https://doi.org/10.3102/0002831214549453
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.
Institute for Positive Psychology and Education
Open Access Journal Article