Verbal, mathematics, and physical education self-concepts and achievements : an extension and test of the internal/external frame of reference model

Élément Dublin CoreValeurLangue
dc.contributor.authorChanal, Julien-
dc.contributor.authorSarrazin, Philippe-
dc.contributor.authorGuay, Frédéric-
dc.contributor.authorBoiché, Julie-
dc.date.accessioned2017-05-11T17:06:40Z-
dc.date.available10000-01-01-
dc.date.issued2008-07-04-
dc.identifier.issn1469-0292fr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/14023-
dc.description.abstractObjectives The Internal/External Frame of Reference Model (I/E model; e.g., Marsh, 1986) posits that verbal achievement (Ach) produces a lower mathematics self-concept (SC) and that, conversely, mathematics Ach fosters a lower verbal SC after controlling for prior Ach in each domain. The present study extended this model by adding another school subject that has not been previously investigated, namely physical education (PE). The central goal was to verify whether Ach in PE positively or negatively predicts academic SC in the mathematics and verbal domains. Design Prospective study over one school year. Methods Participants were 451 French high school students (mean age = 13.5). Ach scores in mathematics, French and PE were gathered at the beginning of the school year. At the end of this one, students completed a questionnaire to assess their SC in the three school subjects. Results: Structural Equation Modelling results revealed, according to the I/E model, negative paths between mathematics Ach and verbal SC, and between verbal Ach and mathematics SC. Results also revealed singular relationship patterns between the two traditional school subjects and PE. A positive path between PE Ach and mathematics SC was observed whereas the path with the verbal SC was non-significant. Conclusion PE could have benefits to increase SC in other school subject such as mathematics. Broader implications of results for the I/E model are discussed.fr
dc.languageengfr
dc.publisherElsevierfr
dc.relation.isbasedon1016/j.psychsport.2008.06.008fr
dc.subjectAcademic achievementfr
dc.subjectAcademic self-conceptfr
dc.subjectInternal/External Frame of Reference Modelfr
dc.subjectPhysical activityfr
dc.subjectPhysical educationfr
dc.titleVerbal, mathematics, and physical education self-concepts and achievements : an extension and test of the internal/external frame of reference modelfr
dc.typeCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationPsychology of Sport & Exercise, Vol. 10 (1), 61–66 (2009)fr
dc.audienceProfesseurs (Enseignement supérieur)fr
dc.audienceÉtudiantsfr
dc.audienceDoctorantsfr
dc.audiencePsychologues de l'éducationfr
dc.identifier.doi10.1016/j.psychsport.2008.06.008fr
dc.subject.rvmPerception de soi chez l'adolescentfr
dc.subject.rvmRendement scolairefr
dc.subject.rvmSuccès scolairefr
dc.subject.rvmÉducation physiquefr
dc.subject.rvmMathématiquesfr
dc.subject.rvmExercicefr
dc.subject.rvmMaîtrise de la langue (Apprentissage d'une langue)fr
rioxxterms.versionVersion of Recordfr
rioxxterms.version_of_recordhttps://doi.org/10.1016/j.psychsport.2008.06.008fr
bul.rights.periodeEmbargoInfinifr
dc.audience.peerreviewOuifr
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