A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept

By Jens Möller, B. Pohlmann, Olaf Köller, Herbert W. Marsh. 2009

432 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d18b2cdd7f1f1a2991870753d0e6a4ec8ca0bc93

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Alexandre J. S. Morin
2. Herbert W. Marsh
3. P. Parker
4. Ulrich Trautwein
5. Benjamin Nagengast
6. Jens Möller
7. O. Lüdtke
8. Alexander Seeshing Yeung

In Social Psychology

1. Herbert W. Marsh
2. Alexandre J. S. Morin
3. P. Parker
4. Benjamin Nagengast
5. Ulrich Trautwein
6. O. Lüdtke
7. A. Arens
8. Jens Möller

Citations in the corpus

• Can Teachers Accurately Predict Student Performance (2015, methodology): “i Nelson (1984) recommended using a Goodman-Kruskal gamma correlation (Goodman & Kruskal, 1954) for these kinds of data.”
• Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, neutral): “Indeed, there is a strong basis for the etic approach based on Möller et al. (2009) meta- analysis that found no significant differences across countries in support for the DCT predictions in relation to verbal and math self-concept.”
• Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “Meta-analyses have shown no differential prediction of boys’ and girls’ school achievement from the ability self-concept (MA/LR: Hansford and Hattie 1982; MA/LR: Möller et al. 2009) or from goals (MA/LR: Huang 2012; MA/LR: Hulleman et al. 2010).”
• Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, background): “, negative relations between achievement and selfconcept across subjects) when mathematics and the language of instruction are examined (Möller et al., 2009), the evidence is mixed whenmore similar subjects (e.”
• Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, background): “For example, students compare their own skills across different academic domains (e.g., different subjects; Möller and Marsh 2013; Möller et al. 2009).”