Extending the internal/external frame of reference model to social studies Self-concept and achievement in history and politics
Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, En...
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| Published in | Learning and individual differences Vol. 51; no. 51; pp. 91 - 99 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
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Elsevier Inc
01.10.2016
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| Abstract | Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history self-concept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies. (DIPF/Orig.). |
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| AbstractList | Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history self-concept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies. (DIPF/Orig.). Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history self-concept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies. •The study extends the I/E model to history and politics.•Testing dimensional comparisons in forming history and politics self-concepts•History and politics do not show contrast effects to math and verbal measures.•History and politics do not show assimilation effects to math and verbal measures.•History achievement had positive relations to politics self-concept (assimilation). |
| Author | Arens, Anne Katrin Watermann, Rainer Möller, Jens |
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| Keywords | Academic self-concept Academic achievement Social studies Dimensional and social comparisons I/E model |
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| SubjectTerms | Academic achievement Academic self-concept Deutschland Dimensional and social comparisons Empirische Forschung Englischunterricht Fragebogen Geschichtsunterricht I/E model Mathematikunterricht Modell Physikunterricht Politische Bildung Schuljahr 09 Schuljahr 10 Schüler Schülerleistung Sekundarstufe I Selbstkonzept Social studies Sozialkunde Vergleich |
| Subtitle | Self-concept and achievement in history and politics |
| Title | Extending the internal/external frame of reference model to social studies |
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