Math, verbal, and general academic self-concept: The internal/external frame of reference model and gender differences in self-concept structure.

Abstract

In this study, predictions were tested from Marsh's (1986) internal/external (I/E) frame of reference model (measuring cognitive dimensions of math and verbal self-concepts), and gender differences in the structure of academic self-concept were examined through path analyses of data from 231 Norwegian sixth-grade students (117 boys and 114 girls). Math and verbal selfconcepts on a cognitive level were defined as success expectations on defined tasks. No strong support was found for the I/E model: Math and verbal self-concepts were highly correlated, and no significant negative direct effects were found of verbal achievement on math self-concept or of math achievement on verbal self-concept for boys, although a negative direct effect of verbal achievement on math self-concept was found for girls. The results differed from previous research measuring evaluative dimensions of math and verbal self-concepts, suggesting either remarkable cultural differences or that academic self-concepts are more complex than has been assumed. The structure of self-concept differed for boys and girls; math and verbal self-concepts related differently to general academic self-concept. The gender differences are discussed in terms of sex stereotypes. This study has implications for research on academic self-concept and gender differences.

Gender Differences in Children’s Math Self-Concept in the First Years of Elementary School

“…It might be that some of the girls begin earlier (in second grade) to be more self-critical or even start to be more realistic. Alternatively, the internal comparison (see I/E model, Marsh, 1989) might be stronger in some of the girls, so that verbal achievement has a negative effect on the math self-concept (Skaalvik & Rankin, 1990). Moreover, as indicated by the findings of Cvencek, Meltzoff, and Greenwald (2011), perhaps some boys are already more identified with numbers and math than girls even before school entry and therefore also in first grade.…”

Metacognitive Experiences, Self-Concept, and Self-Regulation

“…Indeed, there is considerable evidence for reciprocal effects, that is, of self-concept on achievement and the other way round (Marsh & Seeshing Yeung, 1997). Skaalvik and Rankin (1990) found that achievement influences self-concept, but to a limited extent, whereas Helmke (1987) contended that self-concept is influenced by and influences performance, mainly after 12 years of age. Helmke (1987) and Mertens & van Damme (2000) also showed that self-concept influences performance in the long run mainly via the quantity and quality of effort exerted.…”

“…For example, the student might feel more confident in maths than in language courses, although the level of attainment is similar in the two domains. Furthermore, the I/E frame-of-reference model does not fully work in the case of selfefficacy although it works in the case of self-perception (Bandura, 1986;Bong, 1998;Skaalvik & Rankin, 1990.…”

Überprüfung des erweiterten Modells des internal/external frame of reference

“…Es ist von Marsh und Kollegen für den Mathematik-Englisch-Kontrast untersucht worden (z.B. Marsh, 1986Marsh, , 1990Marsh, , 1994 Skaalvik & Rankin, 1990, 1992 …”