If one goes up the other must come down : Examining ipsative relationships between math and English self-concept trajectories across high school
Parker, Philip D., Marsh, Herbert W., Morin, Alexandre J. S., Seaton, Marjorie and Van Zanden, Brooke. (2015). If one goes up the other must come down : Examining ipsative relationships between math and English self-concept trajectories across high school. British Journal of Educational Psychology. 85(2), pp. 172-191. https://doi.org/10.1111/bjep.12050
|Authors||Parker, Philip D., Marsh, Herbert W., Morin, Alexandre J. S., Seaton, Marjorie and Van Zanden, Brooke|
Background: The Internal-External frame of reference (IE) model suggests that as self-concept in one domain goes up (e.g., English) self-concept in other domains (e.g., mathematics) should go down (ipsative self-concept hypothesis).
Aims: To our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with longitudinal data.
Sample: We use cohort sequential data from 2,781 of Year 7 to Year 11 Australian high school students followed across a total of 10 time waves 6 months apart.
Method: Three different approaches to testing the ipsative self-concept hypothesis were used: Autoregressive cross-lagged models, latent growth curve models, and autoregressive latent trajectory models (ALT); using achievement as a time varying covariate.
Results: Cross-lagged and growth curve models provided little evidence of ipsative relationships between English and math self-concept. However, ALT models suggested that a rise above trend in one self-concept domain resulted in a decline from trend in self-concept in another domain.
Conclusion: Implications for self-concept theory, interventions, and statistical methods for the study of growth are discussed.
|Keywords||cohort sequential designs; dimensional comparison; growth trajectories; self-concept|
|Journal||British Journal of Educational Psychology|
|Journal citation||85 (2), pp. 172-191|
|Publisher||John Wiley & Sons Ltd|
|Digital Object Identifier (DOI)||https://doi.org/10.1111/bjep.12050|
|Open access||Published as green open access|
|Research or scholarly||Research|
|Funder||Australian Research Council (ARC)|
|Research Group||Institute for Positive Psychology and Education|
|Author's accepted manuscript|
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|ARC Funded Research||This output has been funded, wholly or partially, under the Australian Research Council Act 2001|
This record contains a peer reviewed version of the following article: Parker, Philip D., Marsh, Herbert W., Morin, Alexandre J. S., Seaton, Marjorie, & Van Zanden, Brooke. (2015). If One Goes up the Other Must Come Down: Examining Ipsative Relationships between Math and English Self-concept Trajectories across High School. British Journal of Educational Psychology, 85(2), 172-191, which has been published in final form at 10.1111/bjep.12050. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
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