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Autor:
Arens, A. Katrin;
Möller, Jens;
Watermann, Rainer:
Titel:
Extending the internal/external frame of reference model to social studies
Self-concept and achievement in history and politics
Quelle:
In: Learning and Individual Differences,
51
(2016)
, 91-99
URL des Volltextes:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174780
URN:
urn:nbn:de:0111-pedocs-174780
Sprache:
Englisch
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Schlagwörter:
Deutschland,
Empirische Forschung,
Englischunterricht,
Geschichtsunterricht,
Likert-Fragebogen,
Mathematikunterricht,
Modell,
Physikunterricht,
Politische Bildung,
Schüler,
Schülerleistung,
Schuljahr 09,
Schuljahr 10,
Sekundarstufe I,
Selbstkonzept,
Sozialkundeunterricht,
Vergleich
Abstract(englisch):
Two studies with German secondary school students extend the internal/external frame of reference (I/E) model to multiple school subjects, by including history and politics as social studies subjects. Study 1 assessed students' self-concepts and achievements related to math, German, history, English (students' first foreign language), and physics. The cross-paths leading from history self-concept to math and verbal achievements and those leading from math and verbal achievements to history self-concept were non-significant arguing against the operation of dimensional comparison processes between math and verbal achievements in the formation of history self-concept. Study 2 included measures for students' self-concepts and achievements in math, English, physics, and politics as well as a history achievement. Politics achievement and self-concept were unrelated to math, English, and physics achievements and self-concepts. History achievement was positively related with politics self-concept. This finding indicates dimensional comparison processes leading to assimilation effects within the domain of social studies. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Notizen:
