کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6839663 | 1434665 | 2018 | 56 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value
ترجمه فارسی عنوان
تست فریم داخلی / خارجی مدل مرجع با کودکان مدرسه ابتدایی: گسترش به توانایی های فیزیکی و ارزش ذاتی
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
چکیده انگلیسی
Using a sample of third grade elementary school students (Nâ¯=â¯514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic internal/external frame of reference model by showing positive within-domain relations between math (verbal) achievements and self-concepts, but negative cross-domain relations. Positive within-domain and negative cross-domain achievement relations were also found for math and verbal intrinsic values. The findings further showed positive relations between achievement and self-concept as well as between achievement and intrinsic value within the physical ability domain. In addition, the findings demonstrated a negative relation between math achievement and physical ability self-concept and between German achievement and physical ability intrinsic value. Hence, the findings indicated that dimensional comparisons operate across academic and non-academic domains. Boys and girls did not differ with regard to the relations among constructs as depicted in the GI/E model. However, differential mean levels of the constructs were found for boys and girls.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 54, July 2018, Pages 199-211
Journal: Contemporary Educational Psychology - Volume 54, July 2018, Pages 199-211
نویسندگان
A. Katrin Arens, Franzis Preckel,