| Abstract: | The internal/external frame of reference (I/E) model explains a seemingly paradoxical pattern of relations between math and verbal self-concepts and corresponding measures of achievement, extends social comparison theory, and has important educational implications. In a cross-cultural study of nationally representative samples of 15-year-olds from 26 countries (total N = 55,577), I/E predictions were supported in that (a) math and verbal achievements were highly correlated, but math and verbal self-concepts were nearly uncorrelated; (b) math achievement had positive effects on math self-concept, but negative effects on verbal self-concept; and (c) verbal achievement had positive effects on verbal self-concept, but negative effects on math self-concept. Supporting the cross-cultural generalizability of predictions, multigroup structural equation models demonstrated good support for the generalizabilify of results across 26 countries participating in the Programme for International Student Assessment project sponsored by the Organisation for Economic Co-operation and Development. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
