Reference : The generalized internal/external frame of reference model with academic self-concept...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/49340
The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds
English
van der Westhuizen, Lindie mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Arens, A. Katrin [DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany]
Greiff, Samuel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Niepel, Christoph mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
2022
Contemporary Educational Psychology
Elsevier
Yes (verified by ORBilu)
International
0361-476X
1090-2384
Atlanta
GE
[en] Generalized internal/external frame of reference (GI/E) model ; Dimensional comparisons ; Academic self–concept ; Interest ; Anxiety
[en] Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective outcomes (academic self-concept, interest, and anxiety). We examined whether social and dimensional comparisons play similar roles in the formation of students’ self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects. Moreover, we tested the generalizability of the GI/E model assumptions across students with different language backgrounds. Using a data set comprising virtually all ninth-grade students (N=6275; 48.0% female) from Luxembourg’s multilingual educational system, our findings indicated (1) clear contrast effects in the formation of self-concept and interest in math, German, and French, and (2) a combination of contrast, assimilation, and no effects in the formation of anxiety in math, German, and French. Using a subsample of 5837 students with valid language information (48.0% female), invariance tests demonstrated that the GI/E achievement–outcome relations operated equivalently across students from different home language backgrounds.
University of Luxembourg - UL ; Fonds National de la Recherche - FnR
enhanCe; C16/SC/11333571
Researchers ; Professionals
http://hdl.handle.net/10993/49340
10.1016/j.cedpsych.2021.102037

File(s) associated to this reference

Fulltext file(s):

FileCommentaryVersionSizeAccess
Open access
Van der Westhuizen et al_2022_The GIE model with ASC, interest and anxiety.pdfPublisher postprint704.3 kBView/Open

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.