Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries.

By Herbert W. Marsh, K. Hau. 2004

375 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d630502a17cb5954c867c56dec95589c4d805571

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, methodology): “In their meta-analysis, Möller et al. (2009) incorporated results from the Marsh and Hau (2004) PISA study, representing 26 of their 69 samples.”
Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013, background): “This is because an internal frame of reference is based on the use of perceived achievement in one academic domain as a reference point for assessing achievement in other areas (Marsh & Hau, 2004).”
Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self‐esteem of Hong Kong Chinese primary school children (2006, background): “High self-esteem or general self-concept has been considered both as a desirable outcome (i.e. high self-esteem is good in itself) as well as an important mediator in enhancing other positive psychological variables (Marsh & Hau, 2003, 2004; Marsh et al., 2006).”
Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, positive): “…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 (Marsh & Hau, 2004), meta-analytic studies (Möller, Pohlmann, Köller, & Marsh, 2009) and longitudinal studies (Marsh & Köller, 2004; Marsh, Kong, &…”
The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students (2012, background): “Marsh and Hau (2004) took a new approach towards self-concept research by conducting a cross-cultural study to examine whether the I/E model could be universally adopted.”
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, methodology): “Because the TIMSS data have a strong cross-cultural perspective, it is also important to test the cross-cultural generalizability of theoretical models (e.g., Marsh & Hau, 2003, 2004; Marsh, Hau, Artelt, Baumert, & Peschar, 2006; Seaton, Marsh, & Craven, 2009; van de Vijver & Leung, 1997, 2000).”
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis (2006, background): “Hence, for example, verbal and math self-concepts are nearly uncorrelated (for further discussion, see Marsh, 1986; see also Marsh & Hau, 2003, for a discussion of the internal–external frame of reference effect).”
Academic self‐concept, gender and single‐sex schooling (2009, background): “As well as comparing themselves to others, students also have an internal frame of reference (the ‘Internal/External frame of reference model’) (Marsh & Hau, 2004 ).”