Internal and External Frames of Reference for Academic Self-Concept

By Einar M. Skaalvik, Sidsel Skaalvik. 2002

188 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/752315c5cbe0e04be774804343ae0421096b8661

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. G. Liem
5. Andrew J. Martin
6. J. Baumert
7. Olaf Köller
8. P. Sander

In Experimental and Cognitive Psychology

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. P. Parker
5. Jens Möller
6. Olaf Köller
7. Allan Wigfield
8. Andrew J. Martin

In Social Psychology

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. P. Parker
5. Andrew J. Martin
6. Jens Möller
7. Olaf Köller
8. Allan Wigfield

Citations in the corpus

• Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013, background): “These results indicate that self-concept is influenced by a complex set of psychological processes which are affected in multiple ways by the context in which students’ self-evaluations take place (Skaalvik & Skaalvik, 2002).”
• Understanding academic confidence (2006, background): “As with self-efficacy (Tait & Entwistle, 1996) academic confidence is likely to be primarily determined by mastery experience (Skaalvik & Skaalvik, 2002) but as has already been argued in relation to self-efficacy, a plethora of social factors within and around the educational process are also…”
• On the Effects of Social, Temporal, and Dimensional Comparisons on Academic Self-Concept (2018, background): “For example, Skaalvik and Skaalvik (2002) refer to comparisons with personal goals and aspirations as well as with perceptions of effort as alternative forms of internal comparisons beyond temporal and dimensional comparisons.”
• Expectancy-value theory: retrospective and prospective (2010, background): “Children also have more frequent opportunities in school to engage in more social comparison activities because they spend so much time with same-age peers and receive information about how others are doing (Ruble, 1983; Skaalvik & Skaalvik, 2002).”
• The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013, background): “…literature has established that students’ academic self-concepts are partly developed through a social comparison process in which students use the achievement of their peers as a frame of reference to judge their own achievement (Marsh, 1987, 2007; Marsh et al., 2008; Skaalvik & Skaalvik, 2002).”
• Self-Concept, Motivational Orientation, and Help-Seeking Behavior in Mathematics: A Study of Adults Returning to High School (2005, background): “In particular, Skaalvik and Skaalvik (2002) found differences in math selfconcept in favor of boys in four different age groups.”
• Dimensional Comparison Theory (2013, background): “AcAdemic self-concept is a person’s perception of his or her abilities in academic endeavors, formed through experiences with the environment (Shavelson, Hubner, & Stanton, 1976) and based in particular on achievement feedback, such as school grades (Skaalvik & Skaalvik, 2002).”
• The Reciprocal Internal/External Frame of Reference Model (2011, background): “As noted by Skaalvik and Skaalvik (2002), however, other types of internal comparisons are also relevant for the formation of self-judgments: temporal comparisons of achievements across time, comparisons of achievements with goals and aspirations, and comparisons of achievement with applied effort.”
• Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation (2004, background): “We ( Skaalvik & Skaalvik, 2002 ) have identified eight frame-specific self-evaluations within a particular area.”
• Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics (2006, background): “This assumption is based on the observation that students use various sources of social comparison information to form their self-concept (Skaalvik & Skaalvik , 2002) and on the finding that the reliability of teacherassigned grades tends to be moderate, thus leaving room for the effects of other…”