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See detailDimensional Comparison Effects on Facets of Subject-Specific Anxieties: A Nested Modelling Approach
Talic, Irma UL; Sparfeldt, Jörn; Möller, Jens et al

Scientific Conference (2019, August 16)

Detailed reference viewed: 32 (4 UL)
See detailReplicating and extending the GI/E model: Social and dimensional comparison effects of achievement on test anxiety in math, physics, German, and English
Talic, Irma UL; Franzen, Patrick UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and ... [more ▼]

The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and across different domains. Associations between achievement and self-concept are expected to be positive within one given domain due to social comparisons (i.e., external frame of reference) and negative across different domains due to dimensional comparisons (i.e., internal frame of reference). The Generalized I/E model (GI/E model; Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) allows for the inclusion of other outcome variables besides academic self-concept, for example, interest or motivation. The present research aimed at applying the GI/E model to the construct of test anxiety, thereby replicating and significantly extending some first supportive findings on the validity of the GI/E model with test anxiety (Arens, Becker, & Möller, 2017). To this end, we expanded the scope of the GI/E model with test anxiety for the first time to four domains; namely math, physics, German, and English. For this purpose, we drew on a sample of N = 305 9th and 10th graders attending the highest ability school track (i.e., Gymnasium) from six different secondary schools in four German federal states. Analyses were carried out using structural equation modelling in Mplus 8. We used school grades in the respective domains as achievement indicators. Test anxiety was assessed separately for each domain while simultaneously differentiating between two components of test anxiety; namely, worry and emotionality. Our results suggested negative within-domain relations between achievement and test anxiety in all four domains (i.e., higher grades were associated with less test anxiety). The pattern of results for the relations across domains was not as clear. Positive links between achievement and test anxiety across domains (i.e., higher grades in domain A were associated with higher test anxiety in domain B) were weak and could only be established for the association between German achievement and students’ worry in mathematics. These findings partially supported the assumptions made by the GI/E model. As such, we replicated preexisting findings and added novel insights to the GI/E model. Our results were discussed within the framework of self-concept theory and research as well as dimensional comparison theory. [less ▲]

Detailed reference viewed: 44 (4 UL)
See detailDimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two Waves
van der Westhuizen, Lindie UL; Talic, Irma UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal ... [more ▼]

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal/external frame of reference (I/E) model (Marsh, 1986) encapsulates this phenomenon by explicating the formation of academic self-concept through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes. The recently established generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) builds on the I/E model by extending it to the formation of other subject-specific academic self-beliefs and attitudes, such as interest and test anxiety. Despite the salience of the (G)I/E model in educational research, studies investigating the formation of self-beliefs and attitudes according to this model remains scarce among elementary school children. This study aims to contribute to the current literature by examining the associations between verbal and mathematics achievement, on the one hand, and corresponding domain-specific self-concepts and interests, on the other hand. A population of Luxembourgish elementary school students was assessed twice, two years apart (once in Grade 1 and once in Grade 3) as part of the Luxembourgish school monitoring system (EpStan, cohorts 2014 & 2016; epstan.lu). Using a domain-specific approach, students were assessed on math and verbal achievement as well as German- and math self-concept and interest. This culminated in a sample of N = 3606 elementary school children who participated in both waves. German- and math self-concepts and interests were self-reported whereas standardized achievement tests (see epstan.lu) were used as indicators of math and verbal (Luxembourgish for Grade 1 and German for Grade 3) achievement. Cross-lagged structural equation modelling was performed in Mplus 8 using WLSMV estimation for categorical variables. Overall, the results suggest strong support for the (G)I/E model for Grade 3, while only partial support was found for the (G)I/E model for Grade 1. More specifically, for both Grade 1 and Grade 3, achievement was positively related to self-concept and interest within the same domain. Negative relations between achievement and self-concept and interest across domains were found in Grade 3, but not in Grade 1. The findings are discussed within the context of theory and research on self-concept differentiation processes, dimensional comparison theory, and the multilingual Luxembourgish educational system. [less ▲]

Detailed reference viewed: 43 (3 UL)