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• W282321954 abstract "This study explores the relationship between mathematics and English achievement and mathematics and verbal self-concept and investigates whether these relationships are invariant with respect to student ability and gender. Data from 16,033 10th grade students who completed both the base and the first follow-up student questionnaire of the National Education Longitudinal Study (NELS) of 1988 were used in this study. Findings indicate that math and verbal self-concepts are substantially less correlated than math and English achievement; individual level math (English) achievement has a positive, direct effect on math (verbal) self-concept but a negative, direct effect on verbal (math) self-concept; and school level math (English) achievement has a negative effect on math (verbal) self-concept but not on verbal (math) self-concept. These findings were found to be invariant across males and females as well as gifted and non-gifted students; however, statistically significant gender differences and giftedness differences were found in the correlations between math and verbal self-concepts. Higher correlations were found to exist between math self-concept and verbal self-concept for males than for females and for gifted than for non-gifted students. Contains 76 references. (Author/JRH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as ived from the person or organization originating it. Minor changes have been made to improve reproduction quality, Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Influences of Internal and External Frames of Reference on Math and Verbal Self-concepts for Gifted and Non-gifted Tenth Grade Students Wan li Zhang, Francis X. Archambault, Jr., Steven V. Owen, Jonna M. Kulikowich University of Connecticut Paper presented at the 1997 American Educational Research Association (AERA) Annual Meeting. Chicago, March 1997." @default.
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• W282321954 title "Influences of Internal and External Frames of Reference on Math and Verbal Self-concepts for Gifted and Non-gifted Tenth Grade Students." @default.
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