Frames of Reference for Self-Evaluation of Ability in Mathematics

Measures of eight frame-specific self-evaluations of ability in mathematics were used to predict general mathematics self-concept and self-efficacy. Participants were 900 Norwegian students in Grade 6 ( n = 277), Grade 9 ( n = 236), Grade 11 ( n = 263), and adult students attending senior high school ( n = 124). Four items measured frame-specific self-evaluation of achievement based on external frames of reference whereas four items measured frame-specific self-evaluation based on internal frames of reference. Regression analyses were used to test relations between the frame-specific self-evaluations and general mathematics self-concept and self-efficacy. The analyses indicated that self-evaluation based on comparison with other students in class (an external frame of reference) and on comparison of mathematics achievement with achievement in other school subjects (an internal frame of reference) were robust predictors of both mathematics self-concept and self-efficacy. The analyses also indicated that students are using multiple frames of reference when evaluating their mathematics ability. Implications of the result for the internal-external frame of reference model are discussed.

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Self-Concept and Self-Efficacy: A Test of the Internal/External Frame of Reference Model and Predictions of Subsequent Motivation and Achievement

Psychological Reports ◽

10.2466/pr0.95.3f.1187-1202 ◽

2004 ◽

Vol 95 (3_suppl) ◽

pp. 1187-1202 ◽

Cited By ~ 21

Author(s):

Einar M. Skaalvik ◽

Sidsel Skaalvik

Keyword(s):

High School ◽

Middle School ◽

Intrinsic Motivation ◽

Self Efficacy ◽

Reference Model ◽

Frame Of Reference ◽

Self Concept ◽

School Grade ◽

Domain Specific ◽

External Frame

We examined how final grades in mathematics and verbal arts in the first year of high school (Grade 11) were predicted in a Norwegian population by sex, previous grades in middle school (Grade 10), self-concept, self-efficacy at a domain-specific level, and intrinsic motivation. Direct and indirect relations were examined by means of a series of regression analyses. Participants were 483 students from six Norwegian high schools. End of term grades in high school correlated positively with grades in middle school in both mathematics ( r = .62) and verbal arts ( r = .55). The relation between grades at the two points of time was to a large extent mediated through mathematics, verbal self-concept, and self-efficacy. Intrinsic motivation also correlated positively with subsequent achievement ( r = .63 and .42 in mathematics and verbal arts, respectively). However, intrinsic motivation had little predictive value for subsequent grades over and above the prediction made by self-concept and self-efficacy. Thus, self-concept and self-efficacy were the strongest predictors of subsequent grades. Predictions from the Internal/External frame of reference model were supported for self-concept but not for domain-specific self-efficacy.

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SELF-CONCEPT AND SELF-EFFICACY: A TEST OF THE INTERNAL/EXTERNAL FRAME OF REFERENCE MODEL AND PREDICTIONS OF SUBSEQUENT MOTIVATION AND ACHIEVEMENT

Psychological Reports ◽

10.2466/pr0.95.7.1187-1202 ◽

2004 ◽

Vol 95 (7) ◽

pp. 1187 ◽

Cited By ~ 13

Author(s):

EINAR M. SKAALVIK

Keyword(s):

Self Efficacy ◽

Reference Model ◽

Frame Of Reference ◽

Self Concept ◽

External Frame ◽

Motivation And Achievement

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Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model

American Educational Research Journal ◽

10.3102/00028312023001129 ◽

1986 ◽

Vol 23 (1) ◽

pp. 129-149 ◽

Cited By ~ 393

Author(s):

Herbert W. Marsh

Keyword(s):

Math Achievement ◽

Reference Model ◽

Empirical Support ◽

Frame Of Reference ◽

Self Concept ◽

Math Skills ◽

Verbal Skills ◽

External Process ◽

External Frame ◽

Verbal Achievement

The purpose of this investigation is to examine empirical support for the internal/external (I/E) frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. The empirical tests are based on all studies (n = 6,010; age range = 7–35+ years) that have employed the Self Description Questionnaire (SDQ), SDQII, or SDQ III self-concept instruments. The I/E model posits, for example, that a high Math self-concept is more likely when math skills are good relative to those of peers (an external comparison) and when math skills are better than verbal skills (an internal comparison). Consistent with the model and empirical findings, (a) Verbal and Math self-concepts are nearly uncorrelated with each other even though verbal and math achievement indicators are substantially correlated with each other and with the matching areas of self-concept; (b) the direct effects of math achievement on Verbal self-concept, and of verbal achievement on Math self-concept, are both negative. For inferred self-concepts based on the ratings of external observers, the external process seems to operate, but not the internal process. The findings demonstrate that academic self-concepts are affected by different processes than are the academic achievement areas they reflect and the inferred self-concepts offered by external observers.

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