The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries
| العنوان: | The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries |
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| المؤلفون: | Christoph Niepel, Fabian Wolff, Fabio Sticca, Jens Möller, Jan Van Damme, Thomas Götz |
| المصدر: | Journal of Educational Psychology. 113:1529-1549 |
| بيانات النشر: | American Psychological Association (APA), 2021. |
| سنة النشر: | 2021 |
| مصطلحات موضوعية: | Social comparison theory, 4. Education, 05 social sciences, Self-concept, 050401 social sciences methods, 050301 education, social comparisons, Education, Domain (software engineering), temporal comparisons, dimensional comparisons, 0504 sociology, I/E model, Developmental and Educational Psychology, academic self-concept, Psychology, 0503 education, Reciprocal, Cognitive psychology |
| الوصف: | Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers’ attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students’ math and verbal achievements and self-concepts. The 2I/EM describes the effects of students’ math and verbal achievement levels and changes on their math and verbal selfconcepts. The present research integrates these 2 approaches into the reciprocal 2I/EM (R2I/EM), which describes the effects of students’ math and verbal achievement levels and changes on their math and verbal self-concepts and the effects of their math and verbal self-concept levels and changes on their math and verbal achievements. We tested this model in 3 empirical studies, including about 6,000 students between Grade 4 and Grade 11 from Germany, Switzerland, and Belgium, using grades and test scores as achievement indicators. Overall, we found strong support for the R2I/EM. In line with prior 2I/EM studies, students’ achievement levels showed positive (negative) effects on their self-concepts within (between) subjects. The effects of students’ achievement changes on their self-concepts within (between) subjects were usually positive (near 0). In line with prior RI/EM studies, students’ self-concept levels showed positive (negative or near 0) effects on their achievements within (between) subjects. For the first time, we also examined the effects of students’ self-concept changes on their achievements: These effects were usually positive (positive or near 0) within (between) subjects. Our findings have important theoretical and practical implications for the I/E model literature and for teachers aiming to foster their students’ self-concepts and achievements. ispartof: Journal Of Educational Psychology vol:113 issue:8 pages:1529-1549 status: Published online |
| تدمد: | 1939-2176 0022-0663 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c8f881fb19922eef8c6dc2c0b9fda8a0 https://doi.org/10.1037/edu0000632 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....c8f881fb19922eef8c6dc2c0b9fda8a0 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 19392176 00220663 |
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