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

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題名:	Extending the internal/external frame of reference model to early-year cognitive abilities for children from diverse backgrounds
作者:	邱美秀 Chiu, Mei-Shiu
貢獻者:	教育系
關鍵詞:	achievement; cognitive ability; disadvantaged; domain comparison; early years; ethnic minority; the I/E model; self-concept; structural equation modelling; verbal and mathematical abilities
日期:	2017-08
上傳時間:	2018-04-19 11:32:22 (UTC+8)
摘要:	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.
關聯:	International Journal of Quantitative Research in Education
資料類型:	article
DOI 連結:	http://dx.doi.org/10.1504/IJQRE.2017.086497
DOI:	10.1504/IJQRE.2017.086497
顯示於類別:	[教育學系] 期刊論文

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