Verbal,mathematics, and physical education self-concepts and achievements: An extension and test of the Internal/External Frame of Reference Model |
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| Authors: | Julien P. Chanal Philippe G. Sarrazin Frédéric Guay Julie Boiché |
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| Affiliation: | 1. University of Grenoble, France;2. Laval University, Quebec, Canada;1. Department of Biotechnological and Applied Clinical Sciences, Division of Radiotherapy, Laboratory of Radiobiology, University of L’Aquila, Italy;2. Department of Biotechnological and Applied Clinical Sciences, Division of Radiology, Laboratory of Radiobiology, University of L’Aquila, Italy;1. Great Lakes Environmental Research Laboratory, National Oceanic and Atmospheric Administration, Ann Arbor, MI 48108, USA;2. Cooperative Institute for Limnology and Ecosystems Research, University of Michigan, Ann Arbor, MI 48109, USA;1. Kaye College, Beer-Sheva, Israel;2. Hadassah College Jerusalem, Israel;1. Emory University School of Medicine, Atlanta, GA, USA;2. Department of Biomedical Engineering, Georgia Institute of Technology, Atlanta, GA, USA;3. Goizueta Business School, Emory University, Atlanta, GA, USA;4. Department of Biostatistics, Rollins School of Public Health at Emory University, Atlanta, GA, USA;5. Division of Surgical Oncology, City of Hope Cancer Center, Los Angeles, CA, USA;6. Division of Plastic and Reconstructive Surgery, North Shore – LIJ Health System, New York, NY, USA;7. Harbor-UCLA Medical Center and the UCLA David Geffen School of Medicine, Los Angeles, CA, USA |
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| Abstract: | ObjectivesThe Internal/External Frame of Reference Model (I/E model; e.g., Marsh, 1986) posits that verbal achievement (Ach) produces a lower mathematics self-concept (SC) and that, conversely, mathematics Ach fosters a lower verbal SC after controlling for prior Ach in each domain. The present study extended this model by adding another school subject that has not been previously investigated, namely physical education (PE). The central goal was to verify whether Ach in PE positively or negatively predicts academic SC in the mathematics and verbal domains.DesignProspective study over one school year.MethodsParticipants were 451 French high school students (mean age = 13.5). Ach scores in mathematics, French and PE were gathered at the beginning of the school year. At the end of this one, students completed a questionnaire to assess their SC in the three school subjects. Results: Structural Equation Modelling results revealed, according to the I/E model, negative paths between mathematics Ach and verbal SC, and between verbal Ach and mathematics SC. Results also revealed singular relationship patterns between the two traditional school subjects and PE. A positive path between PE Ach and mathematics SC was observed whereas the path with the verbal SC was non-significant.ConclusionPE could have benefits to increase SC in other school subject such as mathematics. Broader implications of results for the I/E model are discussed. |
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