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(Schlagwörter: "Sozialkundeunterricht")

Extending the internal/external frame of reference model to social studies. Self-concept and […] Arens, A. Katrin; Möller, Jens; Watermann, Rainer Journal Article | In: Learning and Individual Differences | 2016 36496 Endnote: Author(s): Arens, A. Katrin; Möller, Jens; Watermann, Rainer
Title: Extending the internal/external frame of reference model to social studies. Self-concept and achievement in history and politics
In: Learning and Individual Differences, 51 (2016) , S. 91-99
DOI: 10.1016/j.lindif.2016.08.044
URN: urn:nbn:de:0111-pedocs-174780
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174780
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Deutschland; Empirische Forschung; Englischunterricht; Geschichtsunterricht; Likert-Fragebogen; Mathematikunterricht; Modell; Physikunterricht; Politische Bildung; Schüler; Schülerleistung; Schuljahr 09; Schuljahr 10; Sekundarstufe I; Selbstkonzept; Sozialkundeunterricht; Vergleich
Abstract (english): 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-Departments: Bildung und Entwicklung