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What to do When Scalar Invariance Fails: The Extended Alignment Method for Multi-Group Factor Analysis Comparison of Latent Means Across Many Groups

Psychological methods, 2018-09, Vol.23 (3), p.524-545

2018

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The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Journal of educational psychology, 2019-02, Vol.111 (2), p.331-353

2019

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Achievement, Motivation, and Educational Choices: A Longitudinal Study of Expectancy and Value Using a Multiplicative Perspective

Developmental psychology, 2015-08, Vol.51 (8), p.1163-1176

2015

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Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium and Longitudinal Relations Among Effort, Achievement, and Academic Self-Concept

Developmental psychology, 2016-08, Vol.52 (8), p.1273-1290

2016

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Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

Journal of educational psychology, 2017-04, Vol.109 (3), p.425-438

2017

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Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

Educational psychology review, 2021-12, Vol.33 (4), p.1353-1378

2021

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Parental Ethnic-Racial Socialization Practices and the Construction of Children of Color's Ethnic-Racial Identity: A Research Synthesis and Meta-Analysis

Psychological bulletin, 2019-05, Vol.145 (5), p.437-458

2019

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Relations of Epistemic Beliefs With Motivation, Achievement, and Aspirations in Science: Generalizability Across 72 Societies

Journal of educational psychology, 2022-05, Vol.114 (4), p.734-751

2022

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Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study

Journal of educational psychology, 2022-08, Vol.114 (6), p.1380-1393

2022

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An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years

Developmental psychology, 2018-02, Vol.54 (2), p.263-280

2018

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Effects of School-Average Achievement on Individual Self-Concept and Achievement: Unmasking Phantom Effects Masquerading as True Compositional Effects

Journal of educational psychology, 2018-11, Vol.110 (8), p.1112-1126

2018

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Burning Passion, Burning Out: The Passionate School Principal, Burnout, Job Satisfaction, and Extending the Dualistic Model of Passion

Journal of educational psychology, 2021-11, Vol.113 (8), p.1668-1688

2021

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Job Satisfaction of Teachers and Their Principals in Relation to Climate and Student Achievement

Journal of educational psychology, 2020-07, Vol.112 (5), p.1061-1073

2020

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Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering

Educational psychology review, 2024-06, Vol.36 (2), p.53

2024

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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes

Educational psychology review, 2024-06, Vol.36 (2), p.37

2024

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Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps

Educational psychology review, 2023-06, Vol.35 (2), p.49, Article 49

2023

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The Bifactor Structure of the Self-Compassion Scale: Bayesian Approaches to Overcome Exploratory Structural Equation Modeling (ESEM) Limitations

Psychological assessment, 2023-08, Vol.35 (8), p.674-691

2023

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Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy

Educational psychology review, 2023-09, Vol.35 (3), p.70, Article 70

2023

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Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation

Journal of educational psychology, 2022-01, Vol.114 (1), p.127-143

2022

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Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives

Journal of educational psychology, 2024-01, Vol.116 (1), p.20-35

2024

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Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective

Educational psychology review, 2023-12, Vol.35 (4), p.100, Article 100

2023

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Academic Self-Concept Formation and Peer-Group Contagion: Development of the Big-Fish-Little-Pond Effect in Primary-School Classrooms and Peer Groups

Journal of educational psychology, 2022-01, Vol.114 (1), p.198-213

2022

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Ubiquitous Emotional Exhaustion in School Principals: Stable Trait, Enduring Autoregressive Trend, or Occasion-Specific State?

Journal of educational psychology, 2022-02, Vol.114 (2), p.426-441

2022

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High School Students' Tenacity and Flexibility in Goal Pursuit Linked to Life Satisfaction and Achievement on Competencies Tests

Journal of educational psychology, 2022-04, Vol.114 (3), p.622-636

2022

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Countries, parental occupation, and girls' interest in science

The Lancet (British edition), 2019-02, Vol.393 (10171), p.e6-e8

2019

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What to do When Scalar Invariance Fails: The Extended Alignment Method for Multi-Group Factor Analysis Comparison of Latent Means Across Many Groups

The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Achievement, Motivation, and Educational Choices: A Longitudinal Study of Expectancy and Value Using a Multiplicative Perspective

Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium and Longitudinal Relations Among Effort, Achievement, and Academic Self-Concept

Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

Parental Ethnic-Racial Socialization Practices and the Construction of Children of Color's Ethnic-Racial Identity: A Research Synthesis and Meta-Analysis

Relations of Epistemic Beliefs With Motivation, Achievement, and Aspirations in Science: Generalizability Across 72 Societies

Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study

An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years

Effects of School-Average Achievement on Individual Self-Concept and Achievement: Unmasking Phantom Effects Masquerading as True Compositional Effects

Burning Passion, Burning Out: The Passionate School Principal, Burnout, Job Satisfaction, and Extending the Dualistic Model of Passion

Job Satisfaction of Teachers and Their Principals in Relation to Climate and Student Achievement

Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering

Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes

Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps

The Bifactor Structure of the Self-Compassion Scale: Bayesian Approaches to Overcome Exploratory Structural Equation Modeling (ESEM) Limitations

Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy

Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation

Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives

Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective

Academic Self-Concept Formation and Peer-Group Contagion: Development of the Big-Fish-Little-Pond Effect in Primary-School Classrooms and Peer Groups

Ubiquitous Emotional Exhaustion in School Principals: Stable Trait, Enduring Autoregressive Trend, or Occasion-Specific State?

High School Students' Tenacity and Flexibility in Goal Pursuit Linked to Life Satisfaction and Achievement on Competencies Tests

Countries, parental occupation, and girls' interest in science

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