Internal/external frame of reference: exploring the paradoxical relations between mathematics and self-concept across 29 countries

Internal/external frame of reference: exploring the paradoxical relations between mathematics and self-concept across 29 countries

https://doi.org/10.47963/gje.v4i.495

Authors

  • Emmanuel Adu-tutu Bofah College of Education Studies, University of Cape Coast, Ghana
  • Forster D. Ntow College of Education Studies, University of Cape Coast, Ghana

Keywords:

Internal/external frame of reference effect, mathematics self-concept, mathematics achievement, cross-cultural comparison

Abstract

Students’ self-concept is an important construct in explaining achievement-related outcomes. The study examined the theoretical and methodological issues underpinning the Internal/External (I/E) frame of reference model. This model posits a paradoxical relation between “distinct” school subjects, for example, mathematics and verbal. Also, achievement in each domain is deemed to positively affect self- concept in the matching domain but negatively in the nonmatching domain. The investigation is based on 29 countries (N= 181,745) using the TIMSS–2011 data set. The data supported the assumptions associated with the I/E model. Result indicates a negative achievement effect on non-corresponding self-concepts (internal) and positive effects achievement on the corresponding self-concepts (external). The findings contribute to a better understanding of how students form self-concept across domains cross-culturally.

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Published

2017-12-01

How to Cite

Adu-tutu Bofah, E., & Ntow, F. D. . (2017). Internal/external frame of reference: exploring the paradoxical relations between mathematics and self-concept across 29 countries: Internal/external frame of reference: exploring the paradoxical relations between mathematics and self-concept across 29 countries. Ghana Journal of Education: Issues and Practice (GJE), 4, 44–59. https://doi.org/10.47963/gje.v4i.495