The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.

中文翻译：

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数学、英语和俄语自我概念的内部/外部参考框架

内部/外部 (I/E) 参考框架需要数学和语言成就与匹配的学术自我概念之间的高度正相关，但与其不匹配的自我概念呈负相关或接近零相关。本研究旨在通过将数学领域与两种外语（英语和俄语）进行对比来扩展传统的 I/E 模型。共有 540 名阿塞拜疆八年级学生参加了这项研究。验证性因素分析揭示了两种外语和数学的不同领域特定自我概念，表明学业自我概念与非匹配成就领域之间存在负或接近零的非显着相关，但学业自我概念与匹配成就之间存在高度正、显着的相关性域。这项研究揭示了两种外语的不同领域特定自我概念，表明语言自我概念与不匹配的语言成就领域之间存在负或接近零的非显着相关性。很难形成一个单一的语言领域。研究结果可用于指导干预措施的设计，以提高学习者的学业自我概念和成就。