Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Abstract

Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history self-concept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies.