Institute of Education, National Chiao Tung University, Taiwan.
Br J Educ Psychol. 2012 Jun;82(Pt 2):308-26. doi: 10.1111/j.2044-8279.2011.02027.x. Epub 2011 Apr 4.
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 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.
马什的内外（I/E）参照框架模型描绘了特定学术领域的成就与自我概念之间的关系。很少有人努力在 I/E 模型框架内检验认知能力、成就和学术自我概念（ASC）之间的并发关系。
在扩展的 I/E 模型中，同时检验特定领域认知能力和成绩对领域自我概念的影响，包括特定领域认知能力通过成绩对领域自我概念的间接影响。
来自台湾全国青少年调查的十年级受访者（男性 628 人，女性 452 人）。
受访者完成了旨在衡量数学和语言能力的调查。还收集了数学和中文课成绩和自我概念的数据。
在同一领域（直接效应）和通过成绩（间接效应）之间，发现认知能力和自我概念之间存在显著正相关的路径系数。能力或成绩对 ASC 的跨领域影响为负显著。
台湾 10 年级学生倾向于根据能力和成就的混合来评估他们的 ASC，其中成就作为中介超过能力作为预测因素。此外，跨领域的影响表明，台湾学生可能将数学和语言能力和成就视为截然不同的。
