Math and Verbal Achievement and Self-Concepts

Abstract

Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative correlations between verbal achievement and math self-concept and between math achievement and verbal self-concept. However, the predictions were not supported for students who perceived their level of achievement in the two areas to be relatively equal (n = 138): Math and verbal self-concepts were strongly correlated and there were no significant negative correlations between achievement in one area and self-concept in the other area. The results support the theoretical basis of the I/E Model but indicate that it offers different predictions for different students.