The belief in a negative interdependence of math and verbal abilities as determinant of academic self‐concepts

Abstract

Dimensional comparisons seem to be of particular importance for students with negative interdependence beliefs.

Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples

“…However, it remains an open question whether only dimensional comparisons cause this effect. Other factors such as students beliefs about the (in)dependence of math and verbal abilities (see Möller, Streblow, & Pohlmann, ) or related beliefs of significant others (e.g., teachers) might be important, too. Furthermore, the formation of a profile of strengths and weaknesses over time is likely caused by reciprocally negative effects of dimensional comparisons across subjects (see evidence for the reciprocal I/E model; e.g., Möller, Retelsdorf, Köller, & Marsh, ).…”

Cognitive ability, academic achievement and academic self‐concept: Extending the internal/external frame of reference model

“…What does the cross‐domain effect mean in the present study and past I/E model studies?Skaalvik and Rankin (1992) note that within the original I/E model, the negative cross‐domain effects occur when students subjectively view the two domains as being different. According to Möller, Streblow, and Pohlmann (2006), students who perceive negative correlations between maths and verbal abilities tend to emphasize internal comparisons when forming domain self‐concepts. Our results from the cross‐domain effect in Models 1 to 4 indicate that Taiwanese students believe that maths and verbal ability/achievement have little (if any) positive association and therefore view ability/achievement in one as less ability/achievement in the other.…”

“…As for internal references, students who perform better in one domain than in others should have stronger self‐concepts in that particular domain. Researchers in several countries have given broad support to the I/E model across different academic domains and some empirical evidence supporting specific model extensions (Goetz, Frenzel, Hall, & Pekrun, 2008; Marsh, Kong, & Hau, 2001; Möller, Streblow, & Pohlmann, 2006; Möller & Savyon, 2003).…”

“…Also, Chiu focused on maths and science only; no consistent results were found across countries, due to what she calls the supplementary relation between maths and science. Research studies have shown that the internal comparison is more obvious when the two domains in the I/E model are distinct such as maths and verbal abilities (Möller et al , 2006; Möller et al , 2009). To avoid these shortcomings aforementioned, our proposed I/E model extension addresses maths and Chinese language studies.…”

Insights gained to guide future research

“…Likewise, Chapter Four includes several variables designed to establish more accurate estimates of the relationship between student diversity-captured objectively by way of classroom composition-and cognitive growth, measured on the basis of cumulative grades (GPA). Grades received in core subjects are known to strongly correlate with a student's subsequent academic self-concept and perception of general cognitive gain (Möller, Streblow, and Pohlmann, 2006;Marsh and others, 2005;Shim and Ryan, 2005;Cokley, 2002;and Dweck, 2000). However, since the GPA is a function of the curricular and grading rigor a student experiences, the regression model incorporates covariate controls for courses taken and average grades awarded in courses taken in order to calibrate a student's GPA.…”