Abstract
The reciprocal internal/external frame of reference model (RI/EM) explains the complex relations between domain-specific academic self-concepts and academic achievements in two domains (e.g., math and Chinese). In the present study, we test the validity of RI/EM in a sample of mainland Chinese secondary students (N = 434) in Yunnan province using a three-wave longitudinal research design. Structural equation modeling analyses found that T1 academic achievements affected T2 academic self-concepts positively within the same domain but negatively across domains. Meanwhile, paths from T2 academic self-concepts to T3 academic achievements were also positive within the same domain. However, the cross-domain effects of T2 academic self-concepts on T3 academic achievements were inconsistent. Specifically, T2 mathematics self-concept negatively affected T3 Chinese achievement, but T2 Chinese self-concept did not negatively affect T3 mathematics achievement. Overall, these findings support the RI/EM assumptions, providing further evidence for the cross-cultural generality of the RI/EM. Implications are outlined for theory and practice.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.