Math, verbal, and general academic self-concept: The internal/external frame of reference model and gender differences in self-concept structure.

Abstract

In this study, predictions were tested from Marsh's (1986) internal/external (I/E) frame of reference model (measuring cognitive dimensions of math and verbal self-concepts), and gender differences in the structure of academic self-concept were examined through path analyses of data from 231 Norwegian sixth-grade students (117 boys and 114 girls)