The Longitudinal Interplay of Students' Academic Self-Concepts and Achievements within and across Domains: Replicating and Extending the Reciprocal Internal/External Frame of Reference Model.
By Christoph Niepel, Martin Brunner, F. Preckel. 2014
119 citations recorded by the source corpus.
Students’ cognitive and motivational profiles have a large impact on their academic careers. The development of such profiles can partly be explained by the reciprocal internal/external frame of reference model (RI/E model). The RI/E model predicts positive and negative longitudinal effects between academic self-concepts and achievements within and across 2 academic domains (i.e., the mathematics and verbal domains). In the present study, we replicated the RI/E model in 2 samples and extended it by simultaneously investigating the longitudinal associations of academic self-concepts and achievements in 3 academic domains (i.e., mathematics, German as a native language, English as a foreign language). We examined 2 domains across 4 measurement occasions in 2 independent student samples who were in Grades 5–8 (Study 1: N = 1,529) or Grades 5–7 (Study 2: N = 639). In a 3rd study, we examined a subsample of the 2nd sample (N = 465) in 3 domains. Results demonstrated support for the RI/E model for 2 as well as 3 academic domains. We found positive reciprocal effects of academic self-concepts and achievements within a domain, positive reciprocal effects between achievements across domains, negative effects of achievements on subsequent cross-domain self-concepts, negative effects of academic self-concepts on subsequent cross-domain achievements, and some support for negative effects of academic self-concepts on subsequent cross-domain self-concepts. Furthermore, we found that RI/E model effects were of comparable size across time. To conclude, the RI/E model provides significant insights into the development of distinct motivational and cognitive profiles and, thus, of becoming either a math or verbal person. Implications for research and educational practice are discussed.
Subfields: Experimental and Cognitive Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/ea110f047a357dddbd08b86385049727983e3ebb
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In Experimental and Cognitive Psychology
- Friederike Helm
- Fabian Wolff
- Nils Machts
- Alexander Seeshing Yeung
- Jens Möller
- Steffen Zitzmann
- Eva Randhawa
- Mei-Shiu Chiu
In Safety Research
Citations in the corpus
- Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, methodology): “…methodological approaches realized in previous studies on the REM (Marsh, Byrne, et al., 1999; Marsh, Trautwein, et al., 2005; Möller et al., 2011; Niepel et al., 2014), cross-lagged panel models conducted in the SEM approach were applied in order to examine longitudinal relations between math…”
- A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, result): “Furthermore, the I/E model assumptions have been substantiated in cross-sectional (Marsh & Hau, 2004), longitudinal (Marsh & Köller, 2004; Möller & Köller, 2001b; Möller, Retelsdorf, et al., 2011; Möller et al., 2014; Niepel et al., 2014), diary (Möller & Husemann, 2006), and experimental studies (H”