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

Abstract

Background. Choice behaviour has far‐reaching consequences on students' educational careers. Previous models on course selection for example, the model of achievement‐related choices (Wigfield & Eccles, 2000) and of self‐efficacy theory (Bandura, 1997), stress the importance of ability perceptions (self‐concept of ability) as major determinants of choice. Aim. This article suggests a model of course selection, which assumes that comparisons within an internal frame of reference (as proposed by Marsh, 1986, for the association between achievement and self‐concepts) can also be applied to the association between self‐concepts and course selection. It is therefore hypothesized that course selection is not only positively influenced by the self‐concept with respect to the corresponding subject, but also negatively with respect to alternative subjects. Moreover, it should be tested whether the effects of previous achievement on course selection are completely mediated by the self‐concepts. Sample. These assumptions were empirically tested using a sample of 296 students from secondary school classes, who were specializing in, for example, chemistry or biology in the following school term. Method. Self‐concepts and course selection were assessed via questionnaire. The postulated models were tested using a structural equation modelling approach for ordinal variables. Results. The core assumption, that course selection is determined by dimensional comparisons, was supported by significant negative paths from self‐concepts on the selection of non‐corresponding subjects. Furthermore, the effects of previous achievement on selection were completely mediated by self‐concepts. Conclusion. Previous models of choice behaviour should be extended, by considering not only the selected alternatives, but also the unselected ones. The finding that the influence of achievement on choice is completely mediated by self‐concepts, demonstrates that subjective interpretations of previous achievement determine subsequent behaviour.

“Of course I will ...”: The combined effect of certainty and level of expectancies on persistence and performance

“…However, other types of behavior (for example, achievement-related choices) are also assumed -and have been demonstrated -to be influenced by expectancies (see Dickhäuser, Reuter and Hilling 2005). Future research investigating how individuals rely on their performance expectation when making achievement-related choices should also take the importance of certainty into account.…”

The Generalized Internal/External Frame of Reference Model: An Extension to Dimensional Comparison Theory

“…For example, someone trying to self-evaluate how verbally talented he or she is may choose his/her math ability as a comparison standard even if choosing math as a (worse-off) standard may not be beneficial to the actual self. Dickhäuser, Reuter, and Hilling (2005) and Nagy et al (2006) showed that the probability of choosing a particular course in school is positively affected by high achievement in corresponding subjects and negatively affected by high achievement in non-corresponding subjects (i.e., influenced by dimensional comparisons). Imagine a student who has to decide whether he/she wants to concentrate on language or on science courses.…”

Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

“…They rather pointed out that the achievement and self-concept variables between similar subjects within a certain domain were likely to correlate in a significantly positive manner, thus indicating small assimilative comparison effects (Dickhäuser, 2003;Dickhäuser, Reuter & Hilling, 2005;Möller, Streblow, Pohlmann & Köller, 2006;Schilling, Sparfeldt & Rost, 2004). However, a cross-cultural analysis of the relations between self-concept and achievement in science and mathematics helps to draw a more differentiated picture.…”