Data of n = 401 students (60.4 % female) from German academically oriented secondary schools were collected at the middle of grade 10, at the end of grade 10, and in the middle of grade 12. Parallel measures for mathematics and English were collected, representing school grades, academic interest, academic selfconcept, and coursework selection (advanced vs. basic course). Consistent with a priori predictions, the results show that the extreme domain specificity previously demonstrated with academic self-concept generalizes to academic interest. Specifically, the effects of math interest were positive on math coursework selection but negative on English coursework selection, whereas the effects of English interest were positive on English coursework selection but negative on math coursework selection. This type of pattern was also evident for the effects of math and English self-concepts on math and English interest as well as math and English coursework selection. The findings are theoretically and practically important. Theoretically, predictions from the internal/external self-concept model are extended to academic interest and course selection, underlining the importance of multiple frames of reference when making important academic choices. Practically, the findings highlight the important role of academic interests and self-concepts for important career decisions beyond what can be explained in terms of prior academic achievement. Frames of Reference and Course Selection 3

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