Möller Jens, Streblow Lilian, Pohlmann Britta
University of Kiel, Germany.
Br J Educ Psychol. 2006 Mar;76(Pt 1):57-70. doi: 10.1348/000709905X37451.
The internal/external frame of reference (I/E) model by Marsh (1986) assumes intra-individual dimensional comparisons in which students compare their own achievements in one subject with their achievements in other subjects. These comparison processes should lead to negative paths from achievement in one subject (e.g. maths) on self-concept in another subject (e.g. verbal domains).
Within this study, we investigated the impact of students' belief in a negative interdependence of maths and verbal abilities, that is, whether students think of maths and verbal abilities as negatively correlated or not, on the impact of dimensional comparisons.
Maths and German grades, academic self-concepts in maths and German, and a new scale on the beliefs in a negative interdependence of maths and verbal abilities students were assessed (N = 1,443).
The importance of the negative interdependence beliefs could be shown: stronger beliefs in a negative interdependence of maths and verbal ability are accompanied by more negative path coefficients from grades in one subject to academic self-concepts in the other subject.
Dimensional comparisons seem to be of particular importance for students with negative interdependence beliefs.
马什（1986年）提出的内部/外部参照系（I/E）模型假定了个体内部维度比较，即学生将自己在某一学科的成绩与其他学科的成绩进行比较。这些比较过程应该会导致从某一学科（如数学）的成绩到另一学科（如语言领域）的自我概念产生负向路径。
在本研究中，我们调查了学生对数学和语言能力负相关的信念，即学生是否认为数学和语言能力呈负相关，对维度比较的影响。
评估了学生的数学和德语成绩、数学和德语方面的学业自我概念，以及一个关于学生对数学和语言能力负相关信念的新量表（N = 1443）。
可以证明负相关信念的重要性：对数学和语言能力负相关的信念越强，从某一学科的成绩到另一学科的学业自我概念的负向路径系数就越大。
维度比较对于有负相关信念的学生似乎尤为重要。
