A TEST OF THE INTERNAL EXTERNAL FRAME OF REFERENCE MODEL AT DIFFERENT LEVELS OF MATH AND VERBAL SELF-PERCEPTION

In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal self-perceptions. Subscales measuring self-perceived math and verbal skills were used to define another set of math and verbal latent variables labeled specific math and verbal self-perceptions. Both general and specific math and verbal self-perceptions were strongly related to corresponding achievement. Predictions from Marsh's internal/external frame of reference model were confirmed for math and verbal general self-perceptions but not for specific self-perceptions. General self-perceptions strongly affected intrinsic motivation, self-perceived effort, and anxiety in the respective domains, whereas specific self-perceptions did not. The pattern of results was quite similar for the two grade levels.