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Peer reviewedMarsh, Herbert W. – Journal of Educational Psychology, 1984
Using 559 fifth graders, measures were collected to assess multiple dimensions of academic self-attribution, self-concept, and inferred self-concept, and academic achievement. The specificity and predictability of the observed patterns of relations support the construct validity of interpretations based on both the self-attribution and…
Descriptors: Academic Achievement, Attribution Theory, Factor Analysis, Foreign Countries
Peer reviewedMarsh, Herbert W. – American Educational Research Journal, 1986
This investigation examines empirical support for the internal/external frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. (Author/LMO)
Descriptors: Adolescents, Correlation, Elementary Secondary Education, Factor Analysis
