The reciprocal internal/external frame of reference model using grades and test scores

Area of Science:

• Educational Psychology
• Developmental Psychology

Background:

• The reciprocal I/E model (RI/EM) integrates the internal/external frame of reference model (I/EM) and reciprocal effects model (REM).
• RI/EM extends I/EM longitudinally and REM across domains, predicting within-domain positive effects and across-domain negative effects between academic achievement and self-concept.
• Previous research often investigated these theories individually.

Purpose of the Study:

• To validate the RI/EM using objective achievement indicators and grades.
• To extend the RI/EM by incorporating both standardized test scores and school grades.

Main Methods:

• Longitudinal data collected from 1,045 secondary school students across two waves (grades 5-9).
• Data included standardized test scores, school grades, and academic self-concept measures.
• Hierarchical linear modeling was employed for data analysis.

Main Results:

• Findings supported the RI/EM, demonstrating positive longitudinal effects of academic achievement on subsequent achievement and self-concept within domains.
• Negative effects were observed for academic achievement on self-concept across domains.
• Academic self-concept showed near-zero effects on subsequent achievement across domains when controlling for prior achievement.
• Results were consistent when using both school grades and standardized test scores as achievement measures.

Conclusions:

• The study highlights the importance of combining theoretical models to understand complex within- and across-domain relationships.
• Validated the RI/EM using objective achievement indicators and grades.
• Emphasizes the utility of integrating diverse achievement measures (grades and test scores) for a comprehensive understanding.