This study replicated findings of research on the internal-external frame of reference model of self-concept with a sample of Chinese adolescents and extended this line of research by incorporating parent perceptions of their children’s abilities. The results comparing adolescent self-concepts and parent perceptions show that parents did not use processes similar to the internal-external frame of reference when assessing their children’s academic abilities. Parent perceptions seemed to have the same gender biases as adolescents do when math and verbal abilities are concerned. Adolescent self-concept and parent perceptions also had significant effects on subsequent achievement in matching subjects beyond what was explained by prior achievement. The results are discussed in light of self-appraisal of performance, social comparison, and evaluative feedback from significant others as three main processes contributing to adolescents’ academic self-concepts.
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