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題名 Extending the internal/external frame of reference model to early-year cognitive abilities for children from diverse backgrounds
作者 邱美秀
Chiu, Mei-Shiu
貢獻者 教育系
關鍵詞 achievement; cognitive ability; disadvantaged; domain comparison; early years; ethnic minority; the I/E model; self-concept; structural equation modelling; verbal and mathematical abilities
日期 2017-08
上傳時間 19-Apr-2018 11:32:22 (UTC+8)
摘要 This study extended the internal/external frame of reference (I/E) model to referencing longitudinal data for children from different backgrounds. The extended I/E model was different from the traditional I/E model because early-year verbal and mathematical cognitive abilities offered fewer opportunities for external comparison in school than did later-year school achievement. The extended I/E model was investigated by structural equation modelling using data from the Millennium Cohort Study. The total sample size was 8,731 English children, among whom 1,417 were ethnic minority, 3,327 were disadvantaged and 3,987 were advantaged children. The results revealed that the traditional I/E model prediction was supported only for age 7 cognitive abilities. The results based on age 3 or age 5 cognitive abilities are only consistent with the traditional I/E model prediction in the paths predicting mathematical self-concept. The extended I/E model was typically supported for advantaged, disadvantaged and ethnic minority children, in descending order.
關聯 International Journal of Quantitative Research in Education
資料類型 article
DOI http://dx.doi.org/10.1504/IJQRE.2017.086497
dc.contributor 教育系zh_TW
dc.creator (作者) 邱美秀zh_TW
dc.creator (作者) Chiu, Mei-Shiuen_US
dc.date (日期) 2017-08
dc.date.accessioned 19-Apr-2018 11:32:22 (UTC+8)-
dc.date.available 19-Apr-2018 11:32:22 (UTC+8)-
dc.date.issued (上傳時間) 19-Apr-2018 11:32:22 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116904-
dc.description.abstract (摘要) This study extended the internal/external frame of reference (I/E) model to referencing longitudinal data for children from different backgrounds. The extended I/E model was different from the traditional I/E model because early-year verbal and mathematical cognitive abilities offered fewer opportunities for external comparison in school than did later-year school achievement. The extended I/E model was investigated by structural equation modelling using data from the Millennium Cohort Study. The total sample size was 8,731 English children, among whom 1,417 were ethnic minority, 3,327 were disadvantaged and 3,987 were advantaged children. The results revealed that the traditional I/E model prediction was supported only for age 7 cognitive abilities. The results based on age 3 or age 5 cognitive abilities are only consistent with the traditional I/E model prediction in the paths predicting mathematical self-concept. The extended I/E model was typically supported for advantaged, disadvantaged and ethnic minority children, in descending order.en_US
dc.format.extent 107 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) International Journal of Quantitative Research in Education
dc.subject (關鍵詞) achievement; cognitive ability; disadvantaged; domain comparison; early years; ethnic minority; the I/E model; self-concept; structural equation modelling; verbal and mathematical abilitiesen_US
dc.title (題名) Extending the internal/external frame of reference model to early-year cognitive abilities for children from diverse backgroundsen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1504/IJQRE.2017.086497
dc.doi.uri (DOI) http://dx.doi.org/10.1504/IJQRE.2017.086497