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題名 Achievements and self-concepts in a comparison of math and science: Exploring the internal/external frame of reference model across 28 countries
作者 邱美秀
Chiu, M.-S.
貢獻者 教育系
關鍵詞 the internal/external frame of reference model; math learning; science learning
日期 2008-06
上傳時間 9-Feb-2015 16:44:26 (UTC+8)
摘要 Marsh`s (1986) Internal/External Frame of Reference (I/E) model posits a paradoxical pattern of relations between distinct school subjects, for example, math and verbal. (1) A high math achievement contributes to a positive math self-concept, and a high verbal achievement contributes to a positive verbal self-concept. (2) A high math achievement contributes to a negative verbal self-concept, and a high verbal achievement contributes to a negative math self-concept. An extension of the I/E model is proposed under which a comparison is made of the relationship between math and science, which might be regarded as distinctly different or as supplementary, and which process is termed “domain comparison”. In addition, the “supplementary” perspective (or integrating process) is a deviation from the “distinctly different” perspective (or contrasting process) that has long underpinned the I/E model. The results of exploring the I/E model for math and science across 28 countries (N = 144,069) participating in the TIMSS 2003 study revealed students from different countries undertake a contrasting or an integrating process to varying degrees. The findings suggest an incorporation of domain comparison into the I/E model.
關聯 Educational Research and Evaluation, Vol.14, No.3, pp.235-254
資料類型 article
DOI http://dx.doi.org/10.1080/13803610802048858
dc.contributor 教育系
dc.creator (作者) 邱美秀zh_TW
dc.creator (作者) Chiu, M.-S.
dc.date (日期) 2008-06
dc.date.accessioned 9-Feb-2015 16:44:26 (UTC+8)-
dc.date.available 9-Feb-2015 16:44:26 (UTC+8)-
dc.date.issued (上傳時間) 9-Feb-2015 16:44:26 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/73402-
dc.description.abstract (摘要) Marsh`s (1986) Internal/External Frame of Reference (I/E) model posits a paradoxical pattern of relations between distinct school subjects, for example, math and verbal. (1) A high math achievement contributes to a positive math self-concept, and a high verbal achievement contributes to a positive verbal self-concept. (2) A high math achievement contributes to a negative verbal self-concept, and a high verbal achievement contributes to a negative math self-concept. An extension of the I/E model is proposed under which a comparison is made of the relationship between math and science, which might be regarded as distinctly different or as supplementary, and which process is termed “domain comparison”. In addition, the “supplementary” perspective (or integrating process) is a deviation from the “distinctly different” perspective (or contrasting process) that has long underpinned the I/E model. The results of exploring the I/E model for math and science across 28 countries (N = 144,069) participating in the TIMSS 2003 study revealed students from different countries undertake a contrasting or an integrating process to varying degrees. The findings suggest an incorporation of domain comparison into the I/E model.
dc.format.extent 137 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Educational Research and Evaluation, Vol.14, No.3, pp.235-254
dc.subject (關鍵詞) the internal/external frame of reference model; math learning; science learning
dc.title (題名) Achievements and self-concepts in a comparison of math and science: Exploring the internal/external frame of reference model across 28 countries
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1080/13803610802048858en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1080/13803610802048858 en_US