Self-Concept: The Generalizability of Research on the Sdq, Marsh/Shavelson Model and I/E Frame of Reference Model to United Arab Emirates Students

Abstract

In this study we examined the structure of self-concept (SC) and the internal/external (I/E) frame of reference model for elementary (n = 276) and junior high (n = 293) students in the United Arab Emirates. The results provided support for the multifaceted interpretation for both groups of students. However, the study provided stronger support for the hierarchical structure with junior high than with elementary students' data. Higher-order confirmatory factor analysis (HCFA) of each group revealed that the second-order factor model was the best fitting model. The pattern of correlations indicated that SC in various areas becomes more differentiated with age. Self-concept dimensions were more distinct for junior high students than for elementary students. SDQ-I subscales were more reliable with junior high students (range: .72-.94) than with elementary students (range: .74-.90). We found partial support for the propositions of the I/E frame of reference model for both groups of students.The self-concept (SC) structure and its relationships to other constructs have attracted much attention in the past two decades. This attention centered ____________

The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries.

“…Al though the BFLPE was statistically significant for both age cohorts in all the Islamic countries, it was significantly smaller-particu larly in the younger age cohort. In line with earlier research in Arab and Islamic countries ; see also Abu-Hilal & Bahri, 2000), we also found that relations between LI achieve ment and MSC were significantly smaller in the Islamic coun tries-again, particularly for the younger age cohort. These au thors previously speculated that students from these countries do not receive as much evaluative feedback about their achievement as Western and Asian students, and are not socialized in such a way as to critically evaluate their academic skills in relation to classmates.…”

“…These au thors previously speculated that students from these countries do not receive as much evaluative feedback about their achievement as Western and Asian students, and are not socialized in such a way as to critically evaluate their academic skills in relation to classmates. Indeed, consistent with speculations by Abu-Hilal and Bahri (2000) that self-concept formation of ASC and its relation with achievement in Middle Eastern Islamic middle school stu dents was similar to that found in younger students from Western countries, support for the BFLPE for eighth-grade Middle Eastern Islamic students is similar to that found for the fourth-grade cohort in the Western and Asian countries (for further discussion, see Abu-Hilal, 2001;Abu-Hilal & Aal-Hussain, 1997;Abu-Hilal & Bahri, 2000).…”

Achievements and self-concepts in a comparison of math and science: exploring the internal/external frame of reference model across 28 countries

“…The I/E model has been widely used to examine data for students from different countries: Canada (Marsh et al, 1988), Germany (Mo¨ller & Ko¨ller, 2001), Hong Kong (Lee et al, 2000;, Norway (Skaalvik & Rankin, 1995), the United Arab Emirates (Abu-Hilal & Bahri, 2000), and the United States (Bong, 1998;Plucker & Stocking, 2001;Williams & Montgomery, 1995). Marsh and Hau (2004) also verified the I/ E model by investigating the PISA 2000 data across 26 countries.…”

The Domain Specificity of Academic Emotional Experiences

“…Moller and Koller (2004) reported results from 34 studies on the lIE model and found a weak mean correlation (d = .10, range = -.13 to .22) between mathematic and verbal academic selfconcepts. Besides academic self-concept, other variables have also been investigated with respect to their domain-specific organization, including self-efficacy, causal attributions, task values, and achievement goals (Abu-Hilal & Bahri, 2000;Bong, 1998;Bong & Skaalvik, 2003;Marsh, 1984Marsh, , 1986Moller & Koller, 200 I;Stevenson & Newman, 1986).…”