Main content



Loading wiki pages...

Wiki Version:
Based on the assumptions of the RI/EM we hypothesized as follows: 1. The REM part of the model predicts a) positive effects from earlier achievement (verbal and math) to later self-concept within a given domain (skill development effects) and b) positive effects from earlier academic self-concept to later achievement in matching domains (self-enhancement effects). In direct comparison, the skill development effects are presumably much stronger than the self-enhancement effects. 2. The I/E part predicts a) positive within-domain effects between verbal/math achievement and the corresponding self-concept (external frame of reference effects), and b) negative cross-domain effects between verbal/math achievement on contrasting subsequent academic self-concepts (internal frame of reference effects). The I/EM was originally formulated for the cross-sectional case, but in the RI/EM, the predictions are extended to the longitudinal case.
OSF does not support the use of Internet Explorer. For optimal performance, please switch to another browser.
This website relies on cookies to help provide a better user experience. By clicking Accept or continuing to use the site, you agree. For more information, see our Privacy Policy and information on cookie use.

Start managing your projects on the OSF today.

Free and easy to use, the Open Science Framework supports the entire research lifecycle: planning, execution, reporting, archiving, and discovery.