An extension to the internal/external frame of reference model to two verbal and numerical domains

Abstract

Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts of N=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-concepts within the verbal and numerical domains, while; (c) self-concepts between the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding selfconcepts; (e) negative paths were found from achievement in one

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

“…As additional performance information, the students' latest school report grades in both subjects were assessed. In agreement with studies of this kind that cannot identify seriously biased limitations in the accuracy of judgment of self-reported grades in comparable age groups (Möller, Streblow, Pohlmann & Köller, 2006), the grades and teacher ratings proved to correlate here in English to r = .72 and in German to r = .77 (p ≤ .001).…”

“…However, those studies analyzing the relations between self-concept and achievement variables within the language domain mostly showed no significant path coefficients between selfconcept and achievement across both languages (Dickhäuser, 2005;Möller, Streblow, Pohlmann & Köller, 2006;Pohlmann, 2005;Rost, Sparfeldt, Dickhäuser & Schilling, 2005).…”

“…From the perspective of a multidimensional and multifaceted self-concept construct (Byrne, 1996;Marsh & O'Mara, 2008a) the domain-specific validity of academic self-concept measures could also be proven well for the perception of foreign language competencies, preferably in the EFL context. Across most different research sample characteristics and methodological designs, the L2 self-concept proved to be sufficiently distinguishable from the competence beliefs in other academic areas, including language subjects (Holder, 2005;Marsh, Kong & Hau, 2001;Möller, Streblow, Pohlmann & Köller, 2006;Rost, Sparfeldt & Schilling, 2007). Furthermore, empirical findings could sufficiently separate L2 selfconcept variables from other subject-specific facets of academic self-concept.…”

“…Furthermore, empirical findings could sufficiently separate L2 selfconcept variables from other subject-specific facets of academic self-concept. They also could demonstrate them to correlate with various performance variables in a domain-specific manner (Marsh, Kong & Hau, 2001;Möller, Streblow, Pohlmann & Köller, 2006;Onwuegbuzie, Bailey & Daley, 2000a;Rost, Sparfeldt & Schilling, 2007). As to that, there was clear evidence for distinguishing L2-related self-concept facets from related self-efficacy variables that represent the least aggregated, therefore the most concrete, level of task-specific competence and control beliefs (Bandura, 1997;Bong & Skaalvik, 2003;Mills, Pajares & Herron, 2007).…”

“…They addressed the extent of subjective competence expectations with regard to meeting academic demands. In the majority, these questionnaire items originate from pertinent time-tested scales, and they were presented here in the economical grid style format (Faber, 2007;Möller, Streblow, Pohlmann & Köller, 2006;Rost, Sparfeldt & Schilling, 2007). An exploratory factor analysis of the self-concept items (using principal components analysis with varimax rotation) confirmed a two-factor solution allowing for a clear distinction between both subject-related self-concept facets.…”