Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model
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) w...
Saved in:
Published in | British journal of educational psychology Vol. 82; no. 2; pp. 308 - 326 |
---|---|
Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Oxford, UK
Blackwell Publishing Ltd
01.06.2012
Wiley-Blackwell British Psychological Society |
Subjects | |
Online Access | Get full text |
Cover
Loading…
Summary: | 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. |
---|---|
Bibliography: | ArticleID:BJEP2027 istex:DFDADFF6E971846031154EB5CD9A8F78006C65B6 ark:/67375/WNG-L68STMFX-L ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
ISSN: | 0007-0998 2044-8279 |
DOI: | 10.1111/j.2044-8279.2011.02027.x |