The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science

By Mei-Shiu Chiu. 2012

85 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/29bc016d31994e3e6bbb31b648e3ad1f19a1964f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, background): “Consistent with these expectations, Chiu (2008, 2011) reported this type of negative-item method effect for the two negatively worded selfconcept items for the TIMSS2003 data.”
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, methodology): “…variable models in the present investigation rather than the TIMSS scale scores that have been used in most TIMSS studies is highlighted by comparing our eighth-grade results using latent variable models with those based on the Chiu (2012) analysis of TIMSS2003 data using the TIMSS scale scores.”
An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties (2017, background): “SEM is a powerful tool to model the structure relations between variables at a single level, especially at the individual level (Chiu, 2012).”
On the Effects of Social, Temporal, and Dimensional Comparisons on Academic Self-Concept (2018, methodology): “Furthermore, Study 2 could have gained from the consideration of achievement data in addition to the comparative achievement judgments, as objective achievement might bear an additional effect on academic self-concept (e.g., Chiu, 2012).”
Dimensional Comparison Theory (2013, background): “As has been noted by many authors (Collins, 1996; Marsh & Craven, 2006; Mussweiler, Rüter, & Epstude, 2006; Suls & Wheeler, 2000; Wood, 1989), these perceptions are often based on comparisons. Following Kahneman and Miller (1986), each evaluation of a certain target is based on a comparison with a c”
Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, background): “Even though extensions have been proposed lately (Arens, Yeung, Craven, & Hasselhorn, 2011; Brunner, Lüdtke, & Trautwein, 2008; Brunner et al., 2010; Chiu, 2012), the I/E model and the Marsh/Shavelson model have been supported by a vast amount of empirical data including cross-cultural studies…”
Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school (2014, methodology): “…Internal/external frame of reference model Subject-interest Social comparisons Dimensional comparisons a b s t r a c t Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012).”