• Jens Möller
  • Friederike Zimmermann
  • Olaf Köller
Background. The reciprocal I/E model (RI/EM) combines the internal/external frame ofreference model (I/EM) with the reciprocal effects model (REM). The RI/EM extends theI/EM longitudinally and the REM across domains. The model predicts that, within domains,mathematics and verbal achievement (VACH) and academic self-concept have positiveeffects on subsequent mathematics and VACH and academic self-concept within domainsbut have negative effects across domains.
. The main purpose is to validate the RI/EM and extend it using objectiveachievement indicators and grades.Sample. Two waves of data collection from grade 5 to grade 9 with N = 1,045secondary school students were used.
Methods. Test scores, grades, and self-concept data were obtained. The main analyseswere conducted using hierarchical linear modelling.
Results. The positive longitudinal effects of grades and test scores on subsequentgrades, test scores and academic self-concept within domains and the negative effects ofgrades and test scores on subsequent academic self-concept across domains supportedthe RI/EM. The effects of academic self-concept on subsequent grades and test scoresacross domains were near zero when prior achievement indicators were controlled for.Overall, the results using school grades as achievement measures were replicated usingstandardized achievement test scores.
. The results serve to highlight the importance of the combination ofcommon theories, which are mostly investigated individually, to enhance our understandingof the complexity of within- and across-domain relations between academic self-concepts and achievement using grades as well as test scores.
ZeitschriftBritish Journal of Educational Psychology
Seiten (von - bis)591-611
ZustandVeröffentlicht - 2014


  • Pädagogische Diagnostik/Methodenforschung

ID: 474546