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Direct linkGuo, Jiesi; Hu, Xiang; Marsh, Herbert W.; Pekrun, Reinhard – Journal of Educational Psychology, 2022
The proliferation of information and divergent viewpoints in the 21st century requires an educated citizenry with the ability to critically evaluate information and make informed decisions. To meet this demand, adaptive epistemic understandings and beliefs about the nature of knowledge are needed, such as believing that scientific knowledge is…
Descriptors: Science Achievement, Foreign Countries, Achievement Tests, International Assessment
Parker, Philip D.; Marsh, Herbert W.; Morin, Alexandre J. S.; Seaton, Marjorie; Van Zanden, Brooke – British Journal of Educational Psychology, 2015
Background: The Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis). Aims: To our knowledge this assumption has not been tested. Testing this effect also provides a context for…
Descriptors: Foreign Countries, High School Students, Self Concept, English
Pinxten, Maarten; Marsh, Herbert W.; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan – British Journal of Educational Psychology, 2014
Background: The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. Aim: This study aims at exploring differential effects of enjoyment…
Descriptors: Mathematics, Competence, Self Concept, Mathematics Achievement
Jansen, Malte; Schroeders, Ulrich; Lüdtke, Oliver; Marsh, Herbert W. – Journal of Educational Psychology, 2015
Students evaluate their achievement in a specific domain in relation to their achievement in other domains and form their self-concepts accordingly. These comparison processes have been termed "dimensional comparisons" and shown to be an important source of academic self-concepts in addition to social and temporal comparisons. Research…
Descriptors: Comparative Analysis, Self Concept, Biology, Chemistry
Parker, Philip D.; Marsh, Herbert W.; Ludtke, Oliver; Trautwein, Ulrich – Learning and Instruction, 2013
The internal/external frame of reference and the big-fish-little-pond effect are two major models of academic self-concept formation which have considerable theoretical and empirical support. Integrating the domain specific and compensatory processes of the internal/external frame of reference model with the big-fish-little-pond effect suggests a…
Descriptors: Foreign Countries, Context Effect, Educational Environment, Mathematics
Liem, Gregory Arief D.; Marsh, Herbert W.; Martin, Andrew J.; McInerney, Dennis M.; Yeung, Alexander S. – American Educational Research Journal, 2013
The big-fish-little-pond effect (BFLPE) was evaluated with 4,461 seventh to ninth graders in Singapore where a national policy of ability streaming is implemented. Consistent with the BFLPE, when prior achievement was controlled, students in the high-ability stream had lower English and mathematics self-concepts (ESCs and MSCs) and those in the…
Descriptors: Foreign Countries, Self Concept, Student Attitudes, Positive Attitudes
Peer reviewedMarsh, Herbert W.; Yeung, Alexander Seeshing – Multivariate Behavioral Research, 2001
Evaluated and reanalyzed data from a study of internal/external (I/E) frame of reference and academic self-concept by M. Bong (1998). The reanalysis provides strong support for the original I/E model, some support for the separation of the internal and external comparison processes, and good support for a new extension to incorporate a wider range…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics
Trautwein, Ulrich; Ludtke, Oliver; Marsh, Herbert W.; Koller, Olaf; Baumert, Jurgen – Journal of Educational Psychology, 2006
Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of "assimilation" and…
Descriptors: Track System (Education), Grading, Student Motivation, Self Concept
Download full textHau, Kit-Tai; Kong, Chit-Kwong; Marsh, Herbert W.; Cheng, Zi-Juan – 2000
The internal/external frame of reference (I/E) model of self-concept formation was extended by relating Chinese, English, and mathematics achievement to Chinese, English, and mathematics self-concepts in a 5-year longitudinal study based on a large (N=9,482) representative sample of Hong Kong high school students. Tests of the I/E model are…
Descriptors: Chinese, Correlation, Cross Cultural Studies, Cultural Differences
Marsh, Herbert W.; Trautwein, Ulrich; Ldtke, Oliver; Kller, Olaf; Baumert, Jrgen – Child Development, 2005
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age13.4; Study 2:…
Descriptors: Standardized Tests, Gender Differences, Academic Achievement, Self Concept
Peer reviewedMarsh, Herbert W.; Yeung, Alexander Seeshing – American Educational Research Journal, 1998
Derived longitudinal causal models of growth in mathematics and English constructs using three waves of data from the National Education Longitudinal Study of 1988 (n=24,599). Results indicate that the contribution of prior variables in English and mathematics to subsequent outcomes in both subjects was similar for females and males. Contains 68…
Descriptors: Academic Achievement, Causal Models, English, Grade 8
Hau, Kit-Tai; Marsh, Herbert W.; Kong, Chit-Kwong; Poon, Andrew Chung-Shing – 2000
This study examines how instruction in the first language (L1), Chinese, and in the second language (L2), English, affects a large sample of students' academic achievement in L1, L2, and content, nonlanguage school subjects, including mathematics, science, geography, and history, in their first 3 years of high school. For all four content area…
Descriptors: Academic Achievement, Achievement Gains, Chinese, English (Second Language)
