Cognitive ability, academic achievement and academic self-concept: extending the internal/external frame of reference model

The British Journal of Educational Psychology
Ssu-Kuang ChenSunny S J Lin

Abstract

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. 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. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. 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. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding abili...Continue Reading

References

Apr 4, 2002·Psychological Methods·Roderick P McDonald, Moon-Ho Ringo Ho
Apr 1, 2006·The British Journal of Educational Psychology·Jens MöllerBritta Pohlmann
Nov 11, 2006·The British Journal of Educational Psychology·Andrew J Martin
Jun 1, 2006·Perspectives on Psychological Science : a Journal of the Association for Psychological Science·Herbert W Marsh, Rhonda G Craven
Oct 1, 1993·Multivariate Behavioral Research·J E Gustafsson, G Balke

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