Based upon a sample of 289 sports science students (M_age = 24.68; SD = 2.68), the present cross-sectional study aimed to examine the internal/external frame of reference model with grades and self-concepts in three individual sports (i.e., swimming, gymnastics, athletics) and three team sports (i.e., soccer, handball, basketball). Students reported their grades and self-concepts in the six sports in paper-and-pencil questionnaires during their courses at university. Results of factor analysis provided strong support for the expected 6-factor structure. Correlation analysis and structural equation modeling showed that all six grades were significantly positively related to self-concepts within each sport. Furthermore, there were significantly negative achievement-self-concept relations of (a) grade in gymnastics to self-concepts in soccer and basketball, (b) grade in swimming to self-concept in athletics, and (c) grade in basketball to self-concepts in gymnastics, athletics, and soccer. In contrast, no significantly positive achievement-self-concept relations across the six sports were found. These results indicate that sports science students perceive specific sports as quite dissimilar and mainly use contrasting dimensional comparisons when evaluating their skills in specific sports. University teachers should thus attempt to reduce those negative contrasting comparisons to enhance sports science students' self-concepts in specific sports.

基于 289 名体育科学学生的样本（M_年龄 = 24.68；SD = 2.68），目前的横断面研究旨在检查内部/外部参考模型与三项个人运动（即游泳、体操、田径）和三项团队运动（即足球、手球）的成绩和自我概念， 篮球）。学生在大学课程期间通过纸笔问卷报告了他们在六项运动中的成绩和自我概念。因子分析的结果为预期的 6 因子结构提供了强有力的支持。相关分析和结构方程模型表明，所有六个年级都与每项运动中的自我概念显着正相关。此外，（a）体操成绩与足球和篮球自我概念，（b）游泳成绩与田径自我概念之间存在显着的成就-自我概念关系，(c) 将篮球评分到体操、田径和足球的自我概念。相比之下，在六项运动中没有发现显着积极的成就-自我概念关系。这些结果表明，体育科学专业的学生认为特定的运动非常不同，并且在评估他们在特定运动中的技能时主要使用对比维度比较。因此，大学教师应该尝试减少那些负面对比比较，以增强体育科学学生在特定运动中的自我概念。这些结果表明，体育科学专业的学生认为特定的运动非常不同，并且在评估他们在特定运动中的技能时主要使用对比维度比较。因此，大学教师应该尝试减少那些负面对比比较，以增强体育科学学生在特定运动中的自我概念。这些结果表明，体育科学专业的学生认为特定的运动非常不同，并且在评估他们在特定运动中的技能时主要使用对比维度比较。因此，大学教师应该尝试减少那些负面对比比较，以增强体育科学学生在特定运动中的自我概念。