Brunner Martin, Lüdtke Oliver, Trautwein Ulrich
a Max Planck Institute for Human Development Center for Educational Research , Berlin , Germany.
Multivariate Behav Res. 2008 Jan-Mar;43(1):137-72. doi: 10.1080/00273170701836737.
The internal/external frame of reference model (I/E model; Marsh, 1986 ) is a highly influential model of self-concept formation, which predicts that domain-specific abilities have positive effects on academic self-concepts in the corresponding domain and negative effects across domains. Investigations of the I/E model do not typically incorporate general cognitive ability or general academic self-concept. This article investigates alternative measurement models for domain-specific and domain-general cognitive abilities and academic self-concepts within an extended I/E model framework using representative data from 25,301 9th-grade students. Empirical support was found for the external validity of a new measurement model for academic self-concepts with respect to key student characteristics (gender, school satisfaction, educational aspirations, domain-specific interests, grades). Moreover, the basic predictions of the I/E model were confirmed, and the new extension of the traditional I/E model permitted meaningful relations to be drawn between domain-general cognitive ability and domain-general academic self-concept as well as between the domain-specific elements of the model.
内部/外部参照模型（I/E模型；马什，1986年）是自我概念形成的一个极具影响力的模型，该模型预测特定领域的能力对相应领域的学业自我概念有积极影响，而对跨领域的学业自我概念有消极影响。对I/E模型的研究通常不纳入一般认知能力或一般学业自我概念。本文使用来自25301名九年级学生的代表性数据，在一个扩展的I/E模型框架内，研究特定领域和领域一般认知能力以及学业自我概念的替代测量模型。研究发现了一个关于学业自我概念的新测量模型在关键学生特征（性别、学校满意度、教育抱负、特定领域兴趣、成绩）方面的外部效度的实证支持。此外，I/E模型的基本预测得到了证实，并且传统I/E模型的新扩展允许在领域一般认知能力和领域一般学业自我概念之间以及模型的特定领域要素之间建立有意义的关系。
