An Investigation of the Reciprocal Internal/External Frame of Reference Model of Academic Self-concept and Academic Achievement Relations among Chinese Secondary School StudentsAn Investigation of the Reciprocal Internal/External Frame of Reference Model of Academic Self-concept and Academic Achievement Relations among Chinese Secondary School Students
- Other Titles
- An Investigation of the Reciprocal Internal/External Frame of Reference Model of Academic Self-concept and Academic Achievement Relations among Chinese Secondary School Students
- Authors
- 능첨엽; 장형심
- Issue Date
- Jun-2023
- Publisher
- 서울대학교 교육종합연구원
- Keywords
- the reciprocal internal/external frame of reference model; academic self-concept; academic achievement; Chinese secondary students; cross-cultural generality
- Citation
- The SNU Journal of Education Research, v.32, no.2, pp.71 - 90
- Indexed
- KCI
- Journal Title
- The SNU Journal of Education Research
- Volume
- 32
- Number
- 2
- Start Page
- 71
- End Page
- 90
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/187510
- DOI
- 10.54346/sjer.2023.32.2.71
- ISSN
- 1225-5335
- Abstract
- The reciprocal internal/external frame of reference model (RI/EM) explains the complex relations between domain-specific academic self-concepts and academic achievements in two domains (e.g., math and Chinese). In the present study, we test the validity of RI/EM in a sample of mainland Chinese secondary students (N = 434) in Yunnan province using a three-wave longitudinal research design. Structural equation modeling analyses found that T1 academic achievements affected T2 academic self-concepts positively within the same domain but negatively across domains. Meanwhile, paths from T2 academic self-concepts to T3 academic achievements were also positive within the same domain. However, the cross-domain effects of T2 academic self-concepts on T3 academic achievements were inconsistent. Specifically, T2 mathematics self-concept negatively affected T3 Chinese achievement, but T2 Chinese self-concept did not negatively affect T3 mathematics achievement. Overall, these findings support the RI/EM assumptions, providing further evidence for the cross-cultural generality of the RI/EM. Implications are outlined for theory and practice.
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