Academic Journal
Cognitive Ability, Academic Achievement and Academic Self-Concept: Extending the Internal/External Frame of Reference Model
| العنوان: | Cognitive Ability, Academic Achievement and Academic Self-Concept: Extending the Internal/External Frame of Reference Model |
|---|---|
| اللغة: | English |
| المؤلفون: | Chen, Ssu-Kuang, Hwang, Fang-Ming, Yeh, Yu-Chen, Lin, Sunny S. J. |
| المصدر: | British Journal of Educational Psychology. Jun 2012 82(2):308-326. |
| الاتاحة: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2012 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 10 |
| Descriptors: | Grades (Scholastic), Self Concept, Academic Achievement, Foreign Countries, Verbal Ability, Grade 10, Cognitive Ability, Correlation, Models, Surveys, Mathematics Skills, Student Attitudes |
| مصطلحات جغرافية: | Taiwan |
| DOI: | 10.1111/j.2044-8279.2011.02027.x |
| تدمد: | 0007-0998 |
| مستخلص: | Background: Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. Aim: To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. Sample: Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method: Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Results: Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. Conclusions: Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different. |
| Abstractor: | As Provided |
| Number of References: | 61 |
| Entry Date: | 2012 |
| رقم الانضمام: | EJ965699 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0007-0998 |
|---|---|
| DOI: | 10.1111/j.2044-8279.2011.02027.x |