Article ID Journal Published Year Pages File Type
4940304 Learning and Instruction 2017 8 Pages PDF
Abstract

•Dimension comparison processes are critical to self-concept formation of students.•Achievement in one area can have negative impacts on self-concept in the opposite domain.•This paper addresses potential over-interpretation of past findings in self-concept reviews.•The IE model applies to parent inferred self-concepts, but not perceptions of child ability.

The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model based on student self-ratings, however, reviews of self-concept research claim that the I/E model does not apply to ratings by parents and significant others. We aimed to test these claims using parent inferred self-concepts. In contrast to widely cited claims, we found support for I/E model for both students (N = 486; aged 11-17; 57.2% female) and their parents (80.5% female). Math and verbal achievement had positive effects on self-concepts in the matching domain (e.g., math achievement predicting math self-concept) but negative effects for self-concepts in the non-matching domain (e.g., math achievement predicting verbal self-concept). Integrating conflicting claims, we found support for dimensional comparison processes for inferred self-concept ratings by parents, but not for parent perceptions of student abilities similar to the measures used that were the basis of previous claims.

Related Topics
Social Sciences and Humanities Psychology Developmental and Educational Psychology
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