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- Title
Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model.
- Authors
Chen, Ssu‐Kuang; Hwang, Fang‐Ming; Yeh, Yu‐Chen; Lin, Sunny S. J.
- Abstract
Background. 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. Aim. 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. Sample. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. Results. 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. Conclusions. 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.
- Publication
British Journal of Educational Psychology, 2012, Vol 82, Issue 2, p308
- ISSN
0007-0998
- Publication type
Article
- DOI
10.1111/j.2044-8279.2011.02027.x