The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations
By Herbert W. Marsh, Adel S. Abduljabbar, P. Parker, Alexandre J. S. Morin, F. Abdelfattah, Benjamin Nagengast, Jens Möller, Maher M. Abu-Hilal. 2015
140 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/63f4c60b9e026dcef76a928611c384c861bb10f5
How researchers see this paper
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In Experimental and Cognitive Psychology
- Alexandre J. S. Morin
- Herbert W. Marsh
- P. Parker
- Benjamin Nagengast
- Jiesi Guo
- Ulrich Trautwein
- Theresa Dicke
- Jenna Cambria
In Social Psychology
- Alexandre J. S. Morin
- Herbert W. Marsh
- P. Parker
- Benjamin Nagengast
- Ulrich Trautwein
- Jiesi Guo
- Jenna Cambria
- Theresa Dicke
Citations in the corpus
- Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “In developing a domain-specific self-concept, students refer to their own achievement in a domain but also compare their own ability with their interpretation of peers’ achievements in the same domain (e.g., Marsh, 1986; Marsh et al., 2015).”
- Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, methodology): “…country-specific idiosyncratic effects, is well-aligned with the approach typically taken in the study of similar educational phenomenon (e.g., the Internal-External frames of reference [I/E] model, the Big-Fish Little-Pond effect) using large international data sets (Marsh et al., 2014, 2015).”