The reciprocal internal/external frame of reference model: An integration of models of relations between academic achievement and self-concept

American Educational Research Journal

Volumn 48, Issue 6, 2011, Pages 1315-1346

  Möller, Jens ^a   Retelsdorf, Jan ^a   Köller, Olaf ^a   Marsh, Herb W ^b  

^a UNIVERSITY OF KIEL   (Germany)

^b UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

achievement; dimensional comparisons; I E model; reciprocal effects model; self concept; social comparison

Indexed keywords

EID: 81555210966     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831211419649     Document Type: Article

References (68)

1. Baumeister R.F.,Campbell J.D.,Krueger J.I.,Vohs K.D.Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?.Psychological Science in the Public Interest. 2003;4:1-44.
2. Baumeister R.F.,Campbell J.D.,Krueger J.I.,Vohs K.D.Exploding the self-esteem myth.Scientific American. 2005;292:84-91.
3. Bong M.Tests of the internal/external frames of reference model with subject-specific academic self-efficacy and frame-specific academic self-concepts.Journal of Educational Psychology. 1998;90:102-110.
4. Bong M.,Skaalvik E.M.Academic self-concept and self-efficacy: How different are they really?.Educational Psychology Review. 2003;15:1-40.
5. Branden N.Six pillars of self-esteem. New York, NY: Bantam; 1994:.
6. Calsyn R.,Kenny D.Self-concept of ability and perceived evaluations by others: Cause or effect of academic achievement?.Journal of Educational Psychology. 1977;69:136-145.
7. Cheung G.W.,Rensvold R.B.Evaluating goodness-of-fit indexes for testing measurement invariance.Structural Equation Modeling. 2002;9:233-255.
8. Dai D.Y.Incorporating parent perceptions: A replication and extension study of the internal-external frame of reference model of self-concept development.Journal of Adolescent Research. 2002;17:617-645.
9. Eccles J.D.Courses for gifted young writers.Gifted Education International. 1983;2 (1): 49-51.
10. Graham J.W.Missing data analysis: Making it work in the real world.Annual Review of Psychology. 2009;60:549-576.
11. Guay F.,Marsh H.W.,Boivin M.Academic self-concept and academic achievement: A developmental perspective on their causal ordering.Journal of Educational Psychology. 2003;95:124-136.
12. Helmke A.,van Aken M.A. G.The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study.Journal of Educational Psychology. 1995;87:624-637.
13. Hox J.J.Multilevel analysis: Techniques and applications. Mahwah, NJ: Lawrence Erlbaum; 2002:.
14. Köller O.,Klemmert H.,Möller J.,Baumert J.Eine längsschnittliche Überprüfung des Modells des Internal/External Frame of Reference [Achievement feedback and academic self-concepts: A longitudinal test of the internal/external frame of reference model].German Journal of Educational Psychology. 1999;13:128-134.
15. Lei P.-W.Evaluating estimation methods for ordinal data in structural equation modeling.Quality and Quantity. 2009;43:495-507.
16. LeTendre G.K.,Hofer B.K.,Shimizu H.What is tracking? Cultural expectations in the United States, Germany, and Japan.American Educational Research Journal. 2003;40:43-89.
17. Little T.D.,Preacher K.J.,Selig J.P.,Card N.A.New developments in latent variable panel analyses of longitudinal data.International Journal of Behavioral Development. 2007;31:357-365.
18. Marsh H.W.Verbal and math self-concepts: An internal/external frame of reference model.American Educational Research Journal. 1986;23:129-149.
19. Marsh H.W.A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification.Educational Psychology Review. 1990;2:77-172.
20. Marsh H.W.Self-Description Questionnaire-SDQ II. MacArthur, Australia: University of Western Sydney, SELF Research Centre; 1999:.
21. Marsh H.W.Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society; 2007:.
22. Marsh H.W.,Balla J.R.,Hau K.-T. An evaluation of incremental fit indices: A clarification of mathematical and empirical processes. Advanced structural equation modelling: Issues and techniques. Marcoulides G.A.Schumacker R.E., ed. Hillsdale, NJ: Lawrence Erlbaum; 1996:315-353.
23. Marsh H.W.,Balla J.R.,McDonald R.P.Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size.Psychological Bulletin. 1988;103:391-410.
24. Marsh H.W.,Byrne B.M.,Shavelson R.J.A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement.Journal of Educational Psychology. 1988;80:366-380.
25. Marsh H.W.,Craven R.G.Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives.Perspectives on Psychological Science. 2006;1:133-163.
26. Marsh H.W.,Craven R.,Debus R.Structure, stability, and development of young children's self-concepts: A multicohort-multioccasion study.Child Development. 1998;69:1030-1053.
27. Marsh H.W.,Gerlach E.,Trautwein U.,Lüdtke O.,Brettschneider W.-D.Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering.Child Development. 2007;78:1640-1656.
28. Marsh H.W.,Hau K.-T.Assessing goodness of fit: Is parsimony always desirable?.Journal of Experimental Education. 1996;64:364-390.
29. Marsh H.W.,Hau K.-T.Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries.Journal of Educational Psychology. 2004;96:56-67.
30. Marsh H.W.,Hau K.T.Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies.Contemporary Educational Psychology. 2007;32:151-170.
31. Marsh H.W.,Köller O.Unification of theoretical models of academic self-concept/achievement relations: Reunification of East and West German schools after the fall of the Berlin Wall.Contemporary Educational Psychology. 2004;29:264-282.
32. Marsh H.W.,Kong C.K.,Hau K.Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students.Journal of Educational Psychology. 2001;93:543-553.
33. Marsh H.W.,O'Mara A.Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept.Personality and Social Psychology Bulletin. 2008;34:542-552.
34. Marsh H.W.,Smith I.D.,Barnes J.Multidimensional self-concepts: Relations with inferred self-concepts and academic achievement.Australian Journal of Psychology. 1984;36:367-386.
35. Marsh H.W.,Trautwein U.,Lüdtke O.,Köller O.Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others.Journal of Educational Psychology. 2008;100:510-524.
36. Marsh H.W.,Yeung A.S.Coursework selection: Relations to academic self-concept and achievement.American Educational Research Journal. 1997;34:691-720.
37. Marsh H.W.,Yeung A.S.Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs.American Educational Research Journal. 1998;35:705-738.
38. Millsap R.E.,Yun-Tein J.Assessing factorial invariance in ordered-categorical measures.Multivariate Behavioral Research. 2004;39:479-515.
39. Möller J."Paradoxical" effects of praise and criticism: Social, dimensional, and temporal comparisons.British Journal of Educational Psychology. 2005;75:275-295.
40. Möller J.,Husemann N.Internal comparisons in everyday life.Journal of Educational Psychology. 2006;98:342-353.
41. Möller J.,Köller O.Dimensional comparisons: An experimental approach to the internal/external frame of reference model.Journal of Educational Psychology. 2001a;93:826-835.
42. Möller J.,Köller O.Frame of reference effects following the announcement of exam results.Contemporary Educational Psychology. 2001b;26:277-287.
43. Möller J.,Pohlmann B.Achievement differences and self-concept differences: Stronger associations for above or below average students?.British Journal of Educational Psychology. 2010;80:435-450.
44. Möller J.,Pohlmann B.,Köller O.,Marsh H.W.A meta-analytic path analysis of the internal/external frame of reference model of academic achievement and academic self-concept.Review of Educational Research. 2009;79:1129-1167.
45. Möller J.,Savyon K.Not very smart thus moral: Dimensional comparisons between academic self-concept and honesty.Social Psychology of Education. 2003;6:95-106.
46. Möller J.,Streblow L.,Pohlmann B.The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts.British Journal of Educational Psychology. 2006;76 (1): 57-70.
47. Möller J.,Streblow L.,Pohlmann B.Achievement and self-concept of students with learning disabilities.Social Psychology of Education. 2009;12:113-122.
48. Möller J.,Streblow L.,Pohlmann B.,Köller O.An extension to the internal/external frame of reference model to two verbal and numerical domains.European Journal of Psychology of Education. 2006;21:467-487.
49. Mui F.L.,Yeung A.S.,Low R.,Jin P.Academic self-concept of talented students: Factor structure and applicability of the internal/external frame of reference model.Journal for the Education of the Gifted. 2000;23:343-367.
50. Muthén B.,Satorra A.Complex sample data in structural equation modeling.Sociological Methodology. 1995;25:216-316.
51. Muthén L.K.,Muthén B.O.Los Angeles, CA: Muthén & Muthén; 2008:.
52. Nagy G.,Trautwein U.,Baumert J.,Köller O.,Garrett J.Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value.Educational Research and Evaluation. 2006;12:323-345.
53. Plucker J.A.,Stocking V.B.Looking outside and inside: Self-concept development of gifted adolescents.Exceptional Children. 2001;67:535-548.
54. Pohlmann B.,Möller J.Vergleichseffekte auf kognitive, affektive und motivationale Variablen: Eine experimentelle Überprüfung.Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 2006;38:79-87.
55. Pohlmann B.,Möller J.On the benefits of dimensional comparisons.Journal of Educational Psychology. 2009;101:248-258.
56. Pohlmann B.,Möller J.,Streblow L.Zur Fremdeinschätzung von Schülerselbstkonzepten durch Lehrer und Mitschüler [On students' self-concepts inferred by teachers and classmates].German Journal of Educational Psychology. 2004;18:157-169.
57. Retelsdorf J.,Köller O.,Möller J.On the effects of motivation on reading performance growth in secondary school.Learning and Instruction. 2011;21:550-559.
58. Retelsdorf J.,Möller J.Entwicklungen von Lesekompetenz und Lesemotivation: Schereneffekte in der Sekundarstufe?.Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. 2008;40:179-188.
59. Royston P.Multiple imputation of missing values.Stata Journal. 2004;4:227-241.
60. Rubin D.B.Multiple imputation for nonresponse in surveys. New York, NY: John Wiley; 1987:.
61. Skaalvik E.M.,Rankin R.J.Math and verbal achievement and self-concepts: Testing the internal/external frame of reference model.Journal of Early Adolescence. 1992;12:267-279.
62. Skaalvik E.M.,Rankin R.J.A test of the internal/external frame of reference model at different levels of math and verbal self-perception.American Educational Research Journal. 1995;35:161-184.
63. Skaalvik E.M.,Skaalvik S.Internal and external frames of reference for academic self-concept.Educational Psychologist. 2002;37:233-244.
64. Skaalvik E.M.,Valas H.Relations among achievement, self-concept and motivation in mathematics and language arts. A longitudinal study.Journal of Experimental Education. 1999;67:135-149.
65. Valentine J.C.,DuBois D.L.,Cooper H.The relation between self-beliefs and academic achievement: A meta-analytic review.Educational Psychologist. 2004;39:111-133.
66. Yeung A.S.,Lee J.C.,Wong H. Testing Marsh's (1986) frame of reference model of self-concept with bilingual students. Paper presented at the AERA Annual Meeting; New Orleans, LA;.
67. Yuan K.-H.,Bentler P.M.Three likelihood-based methods for mean and covariance structure analysis with nonnormal missing data.Sociological Methodology. 2000;30:167-202.
68. Zell E.,Alicke M.D.Contextual neglect, self-evaluation, and the frog-pond effect.Journal of Personality and Social Psychology. 2009;97:467-482.