The Internal/External Frame of Reference in Adolescents′ Math and Verbal Self-Concepts: A Generalization Study

Abstract This study examined the generalizability of the internal/external (I/E) frame of reference model which has been applied primarily to Australian and Canadian students. The external part of the model concerns the influence of social comparisions on the formation of math and verbal self-concepts. The internal part is when one infers one′s ability in an area (e.g., math) by comparing one′s performance in that area with one′s performance in another area (e.g., verbal). We examined whether this model was generalizable to American adolescents, across different measures of math and verbal self-concepts, and across gender. Subjects were 152 seventh and eighth graders. LISREL causal modeling and multi-sample analyses were employed. All but one of our findings were consistent with the I/E model. While higher verbal achievement made a significant contribution to lower math self-concept, higher math achievement did not make a significant contribution to lower verbal self-concept. Findings held across different self-concept instruments and across gender.