The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts

The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self–concept theory: multidimensionality of self–concept (focusing instead on self–esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social–cognitive processes and contextual effects drive self–perceptions at different levels (individual, group/institution, and country) aligned to Bronfenbrenner's ecological model. Here, we provide theoretical and empirical support for psychological comparison processes that influence self–perceptions and their relation to distal outcomes. Our meta–theoretical integration of social and dimensional comparison theories synthesizes five seemingly paradoxical frame–of–reference and contextual effects in self–concept formation that occur at different levels. The effects were tested with a sample of 485,490 fifteen–year–old students (68 countries/regions, 18,292 schools). Consistent with the dimensional comparison theory, the effects on math self–concept were positive for math achievement but negative for verbal achievement. Consistent with the social comparison theory, the effects on math self–concept were negative for school–average math achievement (big–fish–little–pond effect), country–average achievement (paradoxical cross–cultural effect), and being young relative to year in school but positive for school–average verbal achievement (big–fish–little–pond effect—compensatory effect). We demonstrate cross–cultural generalizability/universality of support for predictions and discuss implications for personality research. © 2020 European Association of Personality Psychology

Persistence in STEM Majors: Investigating Whether and When High- Performing Students Leave STEM during Undergraduate Studies

The focus of this study was to investigate the effects of both pre- and post-matriculation academic achievement on the likelihood and timing of high-achieving student departures from STEM majors at elite universities. While there has been robust research on persistence in STEM as a whole, survival analysis to investigate the timing of events is still a novel tool to investigate departure from STEM majors. Using longitudinal data collected at Harvard, secondary analysis was conducted to examine the research questions using discrete-time survival analysis. The researcher found that demographic characteristics of the students in the sample were not significant in predicting time-to STEM major attrition. However, verbal achievement was found to be the most significant predictor of STEM major attrition, with higher levels of verbal achievement leading to higher levels of attrition from STEM majors to non-STEM majors.

Parent Involvement in Homework: A Research Synthesis

New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades.

The Effects of an Integrated Learning System (ILS) Using Incremental Time Allotments on Ninth Grade Algebra Achievement

Integrated Learning Systems (ILS) have become increasingly popular since 1980, and research has indicated a positive influence on student success. This study considered the degree of linear relationship between time in minutes spent on the ILS and outcome achievement among ( n = 117) ninth grade, first semester algebra students. Regression analysis was employed regressing algebra achievement on the following variables: previous mathematics and verbal achievement, sex, and time on ILS. Evidence of a rectilinear relationship was indicated for time on ILS when time was included for nonalgebra subjects. Sex did not significantly contribute to the equation. The results imply that increased time on ILS results in proportional increases in algebra achievement even when ILS is used for as much as 40 percent of allotted class time.