政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/116904

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | Items with full text/Total items : 109953/140892 (78%)
Visitors : 46225274 Online Users : 654

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer

政大典藏 > College of Education > Department of Education > Periodical Articles > Item 140.119/116904

Please use this identifier to cite or link to this item: https://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 link:	http://dx.doi.org/10.1504/IJQRE.2017.086497
DOI:	10.1504/IJQRE.2017.086497
Appears in Collections:	[Department of Education] Periodical Articles

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML2	535	View/Open

社群 sharing

著作權政策宣告 Copyright Announcement

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。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

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。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

Loading...