Tests of the Internal/External Frames of Reference Model with Subject-Specific Academic Self-Efficacy and Frame-Specific Academic Self-Concepts

Abstract

H. W. Marsh's (1986) internal/external (I/E) frames of reference model posits that students' self-concepts result from simultaneous comparison of their competence to their peers' ability and their ability in other areas. The I/E model failed to receive clear support with (a) subject-specific self-efficacy and (b) frame-specific self-concepts. Frame-specific self-concepts were assessed by asking students to report their self-perceived capability in direct reference to the internal and external comparison frames. Contrary to the I/E model's assumptions, students' verbal and math self-concepts based on the internal comparison were positively correlated; achievement in one area negatively influenced both internal and external comparison-based self-concepts in the other area; and verbal and math self-concepts were positively correlated. Interestingly, most of the model's predictions were confirmed when the classical I/E model structure was replicated, demonstrating that the hypothesized relations among self and achievement factors can be achieved without satisfying the model's theoretical provisions.