The internal/external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students

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Abstract

The study reported in this chapter had a twofold aim. First, this study aimed to test the relationships between academic achievement and academic self-concept based on the extended internal/external frame of reference (I/E) model (Marsh, Kong, & Hau, 2001) with a sample of Chinese vocational students. Second, this study moved forward to test this model by incorporating recent advances in the multidimensional structure of academic self-concept (i.e., its domain-specific structure and a further separation between competence-affect components within each domain). Participants were over 900 Year one vocational students in mainland China. The structural equation modeling (SEM) approach was adopted in analysing the data. In line with previous research, the domain-specific relationship between academic achievement and academic self-concept was supported. A further analysis by separating competence and affect components within each domain of academic self-concept in the I/E model showed that these paths from math, Chinese and English achievements to matching affect self-perceptions were stronger than those paths to corresponding competence self-perceptions. To some extent, these patterns differ from those found in previous studies among students in Western cultures. These interesting findings of the extended I/E model found in Chinese students were discussed in relation to the Chinese cultural model of learning. Implications of the current study for student learning, self-concept research, and school effectiveness are also discussed. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRoutledge international handbook of schools and schooling in Asia
EditorsKerry John KENNEDY, John Chi-Kin LEE
Place of PublicationNew York
PublisherRoutledge
Pages189-204
ISBN (Electronic)9781315694382
ISBN (Print)9781138908499, 1138908495
DOIs
Publication statusPublished - 2018

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concept formation
self-concept
foreign language
student
academic achievement
self-image
learning
China
school

Citation

Yang, L. (2018). The internal/external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students. In K. J. Kennedy, & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 189-204). New York: Routledge.