English  |  正體中文  |  简体中文  |  Items with full text/Total items : 88295/117812 (75%)
Visitors : 23402161      Online Users : 118
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
    index.html0KbHTML154View/Open


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


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback