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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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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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A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers

Contemporary educational psychology, 2019-07, Vol.58 (July 2019), p.1-18

2019

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Mastery-Approach Goals: A Large-Scale Cross-Cultural Analysis of Antecedents and Consequences

Journal of personality and social psychology, 2023-08, Vol.125 (2), p.397-420

2023

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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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Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

Frontiers in psychology, 2018-04, Vol.9, p.584-584

2018

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Inequity and Excellence in Academic Performance: Evidence From 27 Countries

American educational research journal, 2018-08, Vol.55 (4), p.836-858

2018

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A Longitudinal Study of Teachers' Occupational Well-Being: Applying the Job Demands-Resources Model

Journal of occupational health psychology, 2018-04, Vol.23 (2), p.262-277

2018

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A Systematic Review of Machine Learning for Assessment and Feedback of Treatment Fidelity

Intervención psicosocial, 2021-09, Vol.30 (3), p.139-153

2021

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Reducing reality shock: The effects of classroom management skills training on beginning teachers

Teaching and teacher education, 2015-05, Vol.48, p.1-12

2015

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The development of strain and resources in beginning teachers: Predictors, interrelations, and individual differences

Dicke, Theresa

2014

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“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Review of educational research, 2024-01

2024

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Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data

Learning and instruction, 2018-12, Vol.58, p.210-219

2018

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Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony

Multivariate behavioral research, 2020-01, Vol.55 (1), p.102-119

2020

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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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Self-Efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates

Journal of educational psychology, 2014-05, Vol.106 (2), p.569-583

2014

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Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

Learning and instruction, 2017-06, Vol.49, p.81-91

2017

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Der BilWiss-2.0-Test: Ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften

Diagnostica (Göttingen), 2020-04, Vol.66 (66), p.80–92-66<80–92

2020

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Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

Learning and instruction, 2021-02, Vol.71, p.101399, Article 101399

2021

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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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Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

Contemporary educational psychology, 2015-04, Vol.41, p.62-72

2015

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The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries

Learning and instruction, 2023-06, Vol.85, p.101733, Article 101733

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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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

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

A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers

Mastery-Approach Goals: A Large-Scale Cross-Cultural Analysis of Antecedents and Consequences

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

Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

Inequity and Excellence in Academic Performance: Evidence From 27 Countries

A Longitudinal Study of Teachers' Occupational Well-Being: Applying the Job Demands-Resources Model

A Systematic Review of Machine Learning for Assessment and Feedback of Treatment Fidelity

Reducing reality shock: The effects of classroom management skills training on beginning teachers

The development of strain and resources in beginning teachers: Predictors, interrelations, and individual differences

“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data

Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony

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

Self-Efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates

Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

Der BilWiss-2.0-Test: Ein revidierter Test zur Erfassung des bildungswissenschaftlichen Wissens von (angehenden) Lehrkräften

Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

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

Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries

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

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