According to the frame of reference theory (Marsh, 1986), students make both internal ability comparisons across academic areas and external ability comparisons relative to peers when determining academic self-concept. Understanding the processes utilized by high-ability students to formulate their academic self-concept is an important consideration in meeting the educational needs of this population. To determine the applicability of the frame of reference theory, verbal and mathematics self-concept and achievement measures were administered to 103 academically able high school students. Consistent with theoretical findings with students in the general population, path analysis verified the dual influence of both internal and external processes on student self-concepts.
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