Internal/external frame of reference model and dimensional comparison theory: a novel exploration of their applicability among Arab high school students

Abstract

This study aims at testing the generalisability of Marsh’s Internal/External (I/E) frame of reference model as well as its Dimensional Comparison Theory (DCT) extension in a sample of United Arab Emirates (UAE) high school students. Relationship between self-concept and achievement in Arabic, English and mathematics were explored. A sample of 990 students (532 girls; age 13–20) participated in this research. Arabic, English and maths self-concepts from the Self-Description Questionnaire were used. Results revealed positive paths between the same domains for achievement and self-concept and negative paths cross-domains. Significant negative paths were also found between English and Arabic, suggesting that languages sharing the same alphabet/characters could belong to the same ‘family’ and be considered as a near path, while languages from different families could be a far path. Differences in achievement were in favour of girls, although boys presented higher maths self-concept.

Keywords:

• Academic achievement
• self-concept
• UAE
• dimensional comparison theory (DCT)
• internal/external (I/E) frame of reference model

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was funded by the Research Office from Zayed University within the Provost Research Fellowship awarded to Joana Stocker [R18111].