The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries

Autor(en)

Fabian Wolff, Fabio Sticca, Christoph Niepel, Jan van Damme, Thomas Götz, Jens Möller

Abstrakt

Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers’ attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students’ math and verbal achievements and self-concepts. The 2I/EM describes the effects of students’ math and verbal achievement levels and changes on their math and verbal selfconcepts. The present research integrates these 2 approaches into the reciprocal 2I/EM (R2I/EM), which describes the effects of students’ math and verbal achievement levels and changes on their math and verbal self-concepts and the effects of their math and verbal self-concept levels and changes on their math and verbal achievements. We tested this model in 3 empirical studies, including about 6,000 students between Grade 4 and Grade 11 from Germany, Switzerland, and Belgium, using grades and test scores as achievement indicators. Overall, we found strong support for the R2I/EM. In line with prior 2I/EM studies, students’ achievement levels showed positive (negative) effects on their self-concepts within (between) subjects. The effects of students’ achievement changes on their self-concepts within (between) subjects were usually positive (near 0). In line with prior RI/EM studies, students’ self-concept levels showed positive (negative or near 0) effects on their achievements within (between) subjects. For the first time, we also examined the effects of students’ self-concept changes on their achievements: These effects were usually positive (positive or near 0) within (between) subjects. Our findings have important theoretical and practical implications for the I/E model literature and for teachers aiming to foster their students’ self-concepts and achievements.

Organisation(en)

Institut für Psychologie der Entwicklung und Bildung

Externe Organisation(en)

Marie Meierhofer Institut für das Kind, Christian-Albrechts-Universität zu Kiel, Katholieke Universiteit Leuven, University of Luxembourg

Journal

Journal of Educational Psychology

Band

113

Seiten

1529-1549

Anzahl der Seiten

21

ISSN

0022-0663

DOI

https://doi.org/10.1037/edu0000632

Publikationsdatum

08-2020

Peer-reviewed

Ja

ÖFOS 2012

501002 Angewandte Psychologie, 501016 Pädagogische Psychologie

Schlagwörter

ASJC Scopus Sachgebiete

Education, Developmental and Educational Psychology

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/96c133a4-e62c-4905-aeeb-20169095a1ea