Coursework selection: A frame of reference approach using structural equation modelling

British Journal of Educational Psychology

Volumn 75, Issue 4, 2005, Pages 673-688

  Dickhäuser, Oliver ^a,b   Reuter, Martin ^a   Hilling, Christine ^a  

^a JUSTUS LIEBIG UNIVERSITY   (Germany)

^b UNIVERSITY OF ERLANGEN NUREMBERG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; CURRICULUM; DECISION MAKING; FEMALE; HUMAN; MALE; QUESTIONNAIRE; SELF CONCEPT; STUDENT;

ADOLESCENT; CAREER CHOICE; CHOICE BEHAVIOR; CURRICULUM; FEMALE; HUMANS; MALE; QUESTIONNAIRES; SELF CONCEPT; STUDENTS;

EID: 28744451552     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709905X37181     Document Type: Article

References (42)

1. Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 381-390.
2. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
4. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers on children's aspirations and career trajectories. Child Development, 72, 187-206.
5. Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34, 139-153.
6. Collins, R. L. (1996). For better or worse: The impact of upward social comparison on self-evaluations. Psychological Bulletin, 119, 51-69.
7. Dickhäuser, O. (2003). Überprüfung des erweiterten Modells des internal/external frame of reference [Test of the extension of the internal/external frame of reference model]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 35, 200-207.
8. Dickhäuser, O., Schöne, C., Spinath, B., & Stiensmeier-Pelster, J. (2002). Die Skalen zum akademischen Selbstkonzept: Konstruktion und Überprüfung eines neuen Instrumentes [The academic self-concept scales: Construction and evaluation of a new instrument]. Zeitschrift für Differentielle und Diagnostische Psychologie, 23, 393-405.
9. Dickhäuser, O., & Stiensmeier-Pelster, J. (2002). Gender differences in computer work - Evidence for the model of achievement-related choices. Contemporary Educational Psychology, 27, 486-496.
10. Dickhäuser, O., & Stiensmeier-Pelster, J. (2003). Gender differences in choice of computer courses: Applying an expectancy-value model. Social Psychology of Education, 6, 173-189.
11. Eccles, J. (1983). Expectancies, values, and academic behaviors. InJ. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: Freeman.
12. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
13. Ethington, C. A. (1991). A test of a model of achievement behaviors. American Educational Research Journal, 28, 155-172.
14. Ethington, C. A., & Wolfe, L. M. (1986). A structural model of mathematics achievement for men and women. American Educational Research Journal, 23, 65-75.
15. Försterling, F., & Morgenstern, M. (2002). Accuracy of self-assessment and task-performance: Does it pay to know the truth. Journal of Educational Psychology, 94, 576-585.
16. Frucot, V. G., & Cook, G. L. (1994). Further research on the accuracy of students' self-reported grade point averages, SAT scores, and course grades. Perceptual and Motor Skills, 79, 743-746.
17. Goldman, B. A., Flake, W. L., & Matheson, M. B. (1990). Accuracy of college students' perception of their SAT scores, high school and college grade point averages relative to their ability. Perceptual and Motor Skills, 70, 514.
18. Hörmann, H. -J. (1985). Selbstbeschreibungsfragebogen SDQ-III-G. In R. Schwarzer (Ed.), Skalen zur Befindlichkeit und Persönlichkeit, Forschungsbericht 5 (pp. 47-83). Berlin: Freie Universität, Institut für Psychologie.
19. Jöreskog, K. (2001). Analysis of ordinal variables 2: Cross-sectional data. Retrieved from: http://www.ssicentral.com/lisrel/corner. htm.
20. Jöreskog, K., & Sörbom, D. (2001). LISREL 8.51. Lincolnwood, IL: Scientific Software International.
21. Judd, C. M., & Kenny, D. A. (1981). Process analysis: Estimating mediation in treatment evaluations. Evaluation Review, 5, 602-619.
22. Kirk, B. A., & Sereda, L. (1969). Accuracy of self-reported college grade averages and characteristics of non and discrepant responders. Educational and Psychological Measurement, 29, 147-155.
23. Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149.
24. Marsh, H. W. (1989). Sex differences in the development of verbal mathematics constructs: The high school and beyond study. American Educational Research Journal, 26, 191-225.
25. Marsh, H. W., & Craven, R. (1997). Academic self-concept: Beyond the dustbowl. In G. D. Phye (Ed.), Handbook of classroom assessment (pp. 131-198). San Diego, CA: Academic Press.
26. Marsh, H. W., Kong, C. K., & Hau, K. T. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and non-native languages for Chinese students. Journal of Educational Psychology, 93, 543-553.
27. Marsh, H. W., & Yeung, A. S. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal, 34, 691-720.
28. Meece, J. L., Eccles Parsons, J., Kaczala, C. M., Goff, S. B., & Futterman, R. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91, 324-348.
29. Meece, J., Wigfield, A., & Eccles, J. (1990). Predictors of math anxiety and its influence on young adolescents course enrolment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
30. Möller, J., & Köller, O. (2001). Dimensional comparison: An experimental approach to the internal/external frame of reference model. Journal of Educational Psychology, 93, 826-835.
31. Möller, J., Pohlmann, B., Streblow, L., & Kauffmann, J. (2002). Die Spezintät von Begabungsüberzeugungen als Determinante des verbalen und mathematischen Begabungskonzepts [Specificity of ability beliefs as determinants of academic self-concepts]. Zeitschrift für Pädagogische Psychologie, 16, 87-97.
32. Möller, J., Streblow, L., Pohlmann, B., & Köller, O. (2004). An extension to the classical Internal/External frame of reference model: Assimilation and contrast effects. Manuscript submitted for publication.
33. Muthén, B. (1984). A general structural equation model with dichotomous, ordered categorical, and continuous latent variable indicators. Psychometrika, 49, 115-132.
34. Reuman, D. A. (1989). How social comparison mediates the relation between ability-grouping practices and students' achievement expectancies in mathematics. Journal of Educational Psychology, 81, 178-189.
35. Reuter, M., Hüppe, M., Netter, P., & Hennig, J. (2003). Structural equation modeling (SEM) vs configural frequency analysis (CFA): An empirical approach. Psychology Science, 45, 280-297.
36. Schöne, C., Dickhäuser, O., Spinath, B., & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts - SESSKO. Göttingen: Hogrefe.
37. Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407-441.
38. Shepperd, J. A. (1993). Student derogation of the Scholastic Aptitude Test: Biases in perceptions and presentations of college board scores. Basic and Applied Social Psychology, 14, 455-473.
39. Steiger, J. H. (1990). Structural Model Evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173-180.
40. Streblow, L., & Möller, J. (2002, April). The internal/external frame of reference model: What about additional school subjects? Paper presented at the AERA Annual Meeting, New Orleans, LA.
41. Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictor of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92, 1-8.
42. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.