Department on Research on Education and Human Development, IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, DIPF|Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.
Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg.
Br J Educ Psychol. 2023 Jun;93(2):545-570. doi: 10.1111/bjep.12578. Epub 2023 Jan 24.
The reciprocal internal/external frame of reference (RI/E) combines two models of academic self-concept formation, namely the reciprocal effects model (REM) and the internal/external frame of reference (I/E) model. The REM assumes reciprocal relations between achievement and academic self-concept. The I/E model assumes contrast effects between achievement and self-concept across math and verbal domains. The RI/E model can be extended to more school subjects than one math and one verbal domain, and to other motivational constructs.
We examined an extended RI/E model considering achievement, academic self-concept, and intrinsic value related to math, German and English.
The sample consisted of 1939 German secondary school students.
The three measurement waves covered Grades 5 to 7. Cross-lagged panel models were used to analyse the data.
Within domains, there were reciprocal relations between achievement and academic self-concept but only unidirectional relations between former achievements and later intrinsic values. Across domains, there were significant negative relations between former math achievement and later self-concepts and intrinsic values in German and English, and between former German and English achievements and later self-concept and intrinsic value in math. These findings imply contrast effects across math and verbal domains. The pattern of relations among constructs was found to be generalizable across gender and school tracks and stable across measurement waves.
The study provides further support for the validity of the RI/E model and its extension to English as another school subject and intrinsic value as another motivational construct.
互惠内外参照框架（RI/E）结合了两种学术自我概念形成模型，即互惠效应模型（REM）和内外参照模型（I/E）。REM 假设成就和学术自我概念之间存在相互关系。I/E 模型假设数学和语言领域的成就和自我概念之间存在对比效应。RI/E 模型可以扩展到一个以上的数学和语言领域的学校科目，以及其他动机结构。
我们考察了一个扩展的 RI/E 模型，该模型考虑了与数学、德语和英语相关的成就、学术自我概念和内在价值。
样本由 1939 名德国中学生组成。
三个测量波涵盖了五年级到七年级。使用交叉滞后面板模型来分析数据。
在各领域内，成就和学术自我概念之间存在相互关系，但只有前一成就和后一内在价值之间存在单向关系。在各领域之间，前一数学成就与后一自我概念和德语及英语内在价值之间存在显著的负相关，前一德语和英语成就与后一数学自我概念和内在价值之间也存在显著的负相关。这些发现意味着数学和语言领域之间存在对比效应。研究还发现，各结构之间的关系模式在性别和学校轨迹上具有普遍性，并且在测量波之间具有稳定性。
本研究进一步支持了 RI/E 模型的有效性及其在英语作为另一门学校科目和内在价值作为另一个动机结构方面的扩展。
