The Internal/External Frame of Reference of Academic Self-Concept: Extension to a Foreign Language and the Role of Language of Instruction

Autor/inn/en	Xu, Man K.; Marsh, Herbert W.; Hau, Kit-Tai; Ho, Irene T.; Morin, Alexandre J. S.; Abduljabbar, Adel S.
Titel	The Internal/External Frame of Reference of Academic Self-Concept: Extension to a Foreign Language and the Role of Language of Instruction
Quelle	In: Journal of Educational Psychology, 105 (2013) 2, S.489-503 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0031333
Schlagwörter	Self Concept; Foreign Countries; Second Language Learning; Language of Instruction; Language Role; Native Language; Chinese; English (Second Language); Prediction; Mathematics Achievement; Verbal Ability; Academic Ability; Hong Kong + Suchen Sie Ihr Suchwort? Selbstkonzept; Ausland; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mündliche Leistung; Hongkong
Abstract	The internal/external frame of reference (I/E) model (Marsh, 1986) posits that the effects of contrasting math and verbal domains of achievement are positive for matching academic self-concepts (ASCs) but negative for nonmatching ASCs (i.e., math achievement on verbal ASC; verbal achievement on math ASC). We extend the classic I/E model by contrasting the math domain with 2 verbal domains (Chinese, native language; English, foreign language) in combination with language of instruction (English or Chinese) for a sample of 1,950 Hong Kong Year 7 students. Consistent with predictions based on the Marsh and Shavelson (1985) ASC model and our extension of the I/E model, we found that native and foreign languages were not contrasted with each other in the formation of ASCs. However, achievement in both verbal domains negatively predicted math ASC, while math achievement was also negatively predicted by ASCs in both verbal domains. Support for the predictions was similar for students taught in English and Chinese languages of instruction. (Contains 4 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10