Subject-specific components of academic self-concept and self-efficacy

doi:10.1016/0361-476X(91)90013-B

Contemporary Educational Psychology

Volume 16, Issue 4, October 1991, Pages 331-345

https://doi.org/10.1016/0361-476X(91)90013-B Get rights and content

Abstract

The internal/external (I/E) frame of reference model posits that academic self-concept in a particular subject is based in part on how achievement in that subject is perceived to compare with achievements in other school subjects. Support for the model comes from Australian, Canadian, and U.S. studies, but not from a recent Norwegian study. The Norwegian study, however, used a self-efficacy measure instead of a self-concept measure. In the present investigation the I/E model was evaluated with both self-concept and self-efficacy responses, but support for the model was found only for self-concept responses. The results were interpreted in relation to the role of frames of reference used in forming self-concept and self-efflcacy responses.

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Subject-specific components of academic self-concept and self-efficacy

Abstract

Regulation of cognitive processes through perceived self-efficacy

Developmental Psychology

The general/academic self-concept nomological network: A review of construct validation research

Review of Educational Research

Verbal and math self-concepts: an internal/external frame of reference model

American Educational Research Journal

The causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis

Journal of Educational Psychology

The influence of internal and external frames of reference on the formation of English and math self-concepts

Journal of Educational Psychology

A multidimensional, hierarchical self-concept: Theoretical and empirical justification

Educational Psychology Review