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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-167954
DOI: 10.25656/01:16795; 10.1016/j.cedpsych.2018.06.003
URN: urn:nbn:de:0111-pedocs-167954
DOI: 10.25656/01:16795; 10.1016/j.cedpsych.2018.06.003
Title |
Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value |
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Authors | Arens, A. Katrin ; Preckel, Franzis |
Source | Contemporary educational psychology (2018) 54, S. 199-211 |
Document | full text (434 KB) (formally and content revised edition) |
License of the document | |
Keywords (German) | Selbstkonzept; Schülerleistung; Grundschüler; Modell; Sport; Fähigkeit; Mathematik; Deutsch; Geschlechtsspezifischer Unterschied; Schuljahr 03; Likert-Fragebogen; Faktorenanalyse; Empirische Untersuchung; Baden-Württemberg; Deutschland |
sub-discipline | Empirical Educational Research |
Document type | Article (journal) |
ISSN | 0361-476X ; 0361476X |
Language | English |
Year of creation | 2018 |
review status | Peer-Reviewed |
Abstract (English): | Using a sample of third grade elementary school students (N?=?514), we tested a generalized internal/external frame of reference (GI/E) model using math, verbal, and physical education achievements as predictors, and math, verbal, and physical ability self-concepts and intrinsic values as outcomes. Therefore, the present study adds to the generalizability of the GI/E model across age and to the investigation of dimensional comparisons. The findings replicated the assumptions of the classic internal/external frame of reference model by showing positive within-domain relations between math (verbal) achievements and self-concepts, but negative cross-domain relations. Positive within-domain and negative cross-domain achievement relations were also found for math and verbal intrinsic values. The findings further showed positive relations between achievement and self-concept as well as between achievement and intrinsic value within the physical ability domain. In addition, the findings demonstrated a negative relation between math achievement and physical ability self-concept and between German achievement and physical ability intrinsic value. Hence, the findings indicated that dimensional comparisons operate across academic and non-academic domains. Boys and girls did not differ with regard to the relations among constructs as depicted in the GI/E model. However, differential mean levels of the constructs were found for boys and girls. (DIPF/Orig.) |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 01.06.2020 |
Citation | Arens, A. Katrin; Preckel, Franzis: Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value - In: Contemporary educational psychology (2018) 54, S. 199-211 - URN: urn:nbn:de:0111-pedocs-167954 - DOI: 10.25656/01:16795; 10.1016/j.cedpsych.2018.06.003 |