Internal/External Frame of Reference Model and Dimensional Comparison Theory: A Novel Exploration of Their Applicability among Arab High School Students

Autor/inn/en	Stocker, Joana; Abu-Hilal, Maher; Hermena, Ehab; AlJassmi, Maryam; Barbato, Mariapaola
Titel	Internal/External Frame of Reference Model and Dimensional Comparison Theory: A Novel Exploration of Their Applicability among Arab High School Students
Quelle	In: Educational Psychology, 41 (2021) 4, S.483-501 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stocker, Joana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1887455
Schlagwörter	Arabs; High School Students; Self Concept; Academic Achievement; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Comparative Analysis; Mathematics Achievement; Gender Differences; Semitic Languages; Correlation; Language Classification; Student Attitudes; Generalization; Females; Grades (Scholastic); Models; Questionnaires; Self Concept Measures; Theories; United Arab Emirates; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Arab; Araber; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Arabisch; Hebräisch; Korrelation; Sprachtypologie; Schülerverhalten; Weibliches Geschlecht; Notenspiegel; Analogiemodell; Fragebogen; Theory; Theorie; Vereinigte Arabische Emirate
Abstract	This study aims at testing the generalisability of Marsh's Internal/External (I/E) frame of reference model as well as its Dimensional Comparison Theory (DCT) extension in a sample of United Arab Emirates (UAE) high school students. Relationship between self-concept and achievement in Arabic, English and mathematics were explored. A sample of 990 students (532 girls; age 13-20) participated in this research. Arabic, English and maths self-concepts from the Self-Description Questionnaire were used. Results revealed positive paths between the same domains for achievement and self-concept and negative paths cross-domains. Significant negative paths were also found between English and Arabic, suggesting that languages sharing the same alphabet/characters could belong to the same 'family' and be considered as a near path, while languages from different families could be a far path. Differences in achievement were in favour of girls, although boys presented higher maths self-concept. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01