Die Spezifität von Begabungsüberzeugungen als Determinante des verbalen und mathematischen Begabungsselbstkonzepts

Möller, Jens; Pohlmann, Britta; Streblow, Lilian; Kaufmann, J.

doi:10.1024//1010-0652.16.2.87

Cited by 20 publications

(20 citation statements)

References 23 publications

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“…Our data show that biology and chemistry achievement are not likely to be contrasted when students infer their abilities for these two subjects. One possible interpretation of this finding, which is in line with the results by Möller et al (2002), is that students apply the internal frame of reference, not to all school subjects, but only to those which are perceived as rather dissimilar (math vs English, Chinese [as native language] vs English [as foreign language]).…”

Section: Discussionsupporting

confidence: 83%

“…In the Hong Kong sample, the perceived differences between Chinese and English are possibly much greater compared with the perceived differences between German and English in the German sample. The assumption, that contrast effects only appear when subjects are perceived as very distinct, is supported by findings from Möller, Pohlmann, Streblow, and Kauffmann (2002). They asked their students whether they held specific or rather global ability beliefs.…”

Section: Discussionmentioning

confidence: 97%

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

Dickhäuser

Reuter

Hilling

2005

Brit J of Edu Psychol

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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.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 97%

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

Dickhäuser

Reuter

Hilling

2005

Brit J of Edu Psychol

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“…When examining this idea, one has to establish more firmly and a priori, whether similar achievements in different school subjects suggest global rather than specific ability beliefs (c.f. Möller et al, 2002). …”

Section: Discussionmentioning

confidence: 95%

Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach

Rost

Sparfeldt

Dickhäuser

et al. 2005

Learning and Instruction

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Even though marks in different subjects are substantially correlated, the corresponding self-concepts often display a very weak association. The ''InternaleExternal Frame of Reference Model'' (I/E-model;Marsh, H. W. (1986). Verbal and math self-concepts: an internal/external frame of reference model. American Educational Research Journal, 23, 129e149) explains this finding: social comparisons (resulting in positive correlations of the self-concepts) and dimensional comparisons (resulting in negative correlations of the self-concepts) are confounded. A rarely tested hypothesis derived from the I/E-model is that the dimensional comparison process only affects the self-concepts, if the students achieve differently in the corresponding subjects. In a sample of N Z 1508 students (grades 7 and 8), low correlations of the self-concepts for four subjects could be observed only in students displaying different school-marks in the corresponding subjects. In students who have the same marks in different subjects, the self-concepts showed a substantial positive correlation.

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“…Students who consider German and English to be fairly similar do not need to contrast their selfconcepts in the two verbal subjects to any significant degree. Möller, Pohlmann, Streblow, and Kaufmann (2002) investigated the impact of students' ability beliefs, i.e., whether or not students think of math and verbal abilities as positively correlated, on the impact of dimensional comparisons. Ability beliefs were shown to play an important role here: Students who considered math and verbal ability to be domain-specific factors displayed stronger negative path coefficients from grades to academic self-concepts in the other domain.…”

Section: A Look Inside the Domainsmentioning

confidence: 99%

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

et al. 2006

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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

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Die Spezifität von Begabungsüberzeugungen als Determinante des verbalen und mathematischen Begabungsselbstkonzepts

Cited by 20 publications

References 23 publications

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

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

Dimensional comparisons in subject-specific academic self-concepts and achievements: A quasi-experimental approach

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

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