How Far Does “Frame of Reference” Matter to Academic Self-concept in a Bilingual Learning Setting?

The present study aims at investigating the extent of internal/external frame of reference effects of academic achievement on academic self-concept in a bilingual learning environment. A sample of Grade 7 Chinese students (N=222) in a local Hong Kong school are invited to complete an adapted version...

The International Journal of Learner Diversity and Identities

Common Ground Research Networks