English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 94020/124474 (76%)
Visitors : 29062835      Online Users : 151
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/116904
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/116904

    Title: Extending the internal/external frame of reference model to early-year cognitive abilities for children from diverse backgrounds
    Authors: 邱美秀
    Chiu, Mei-Shiu
    Contributors: 教育系
    Keywords: achievement; cognitive ability; disadvantaged; domain comparison; early years; ethnic minority; the I/E model; self-concept; structural equation modelling; verbal and mathematical abilities
    Date: 2017-08
    Issue Date: 2018-04-19 11:32:22 (UTC+8)
    Abstract: This study extended the internal/external frame of reference (I/E) model to referencing longitudinal data for children from different backgrounds. The extended I/E model was different from the traditional I/E model because early-year verbal and mathematical cognitive abilities offered fewer opportunities for external comparison in school than did later-year school achievement. The extended I/E model was investigated by structural equation modelling using data from the Millennium Cohort Study. The total sample size was 8,731 English children, among whom 1,417 were ethnic minority, 3,327 were disadvantaged and 3,987 were advantaged children. The results revealed that the traditional I/E model prediction was supported only for age 7 cognitive abilities. The results based on age 3 or age 5 cognitive abilities are only consistent with the traditional I/E model prediction in the paths predicting mathematical self-concept. The extended I/E model was typically supported for advantaged, disadvantaged and ethnic minority children, in descending order.
    Relation: International Journal of Quantitative Research in Education
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1504/IJQRE.2017.086497
    DOI: 10.1504/IJQRE.2017.086497
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback