How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Brooke Van Zanden, Herbert W. Marsh, Marjorie Seaton, Philip D. Parker, Jiesi Guo, Jasper J. Duineveld, Australian Catholic University, Australia
Learning and Instruction Volume 47, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model based on student self-ratings, however, reviews of self-concept research claim that the I/E model does not apply to ratings by parents and significant others. We aimed to test these claims using parent inferred self-concepts. In contrast to widely cited claims, we found support for I/E model for both students (N = 486; aged 11–17; 57.2% female) and their parents (80.5% female). Math and verbal achievement had positive effects on self-concepts in the matching domain (e.g., math achievement predicting math self-concept) but negative effects for self-concepts in the non-matching domain (e.g., math achievement predicting verbal self-concept). Integrating conflicting claims, we found support for dimensional comparison processes for inferred self-concept ratings by parents, but not for parent perceptions of student abilities similar to the measures used that were the basis of previous claims.
Van Zanden, B., Marsh, H.W., Seaton, M., Parker, P.D., Guo, J. & Duineveld, J.J. (2017). How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes. Learning and Instruction, 47(1), 25-32. Elsevier Ltd.