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On the Effects of Social, Temporal, and Dimensional Comparisons on Academic Self-Concept

Journal of educational psychology, 2018-10, Vol.110 (7), p.1005-1025

2018

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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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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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Analyzing the Developmental Relation of Academic Self-Concept and Achievement in Elementary School Children: Alternative Models Point to Different Results

Developmental psychology, 2019-11, Vol.55 (11), p.2336-2351

2019

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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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Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Journal of educational psychology, 2019-05, Vol.111 (4), p.663-684

2019

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Modeling Social, Dimensional, and Temporal Comparisons in Self-Concept Development With the Random Intercept Cross-Lagged Panel Model: A Methodological-Substantive Integration

Developmental psychology, 2023-09, Vol.59 (9), p.1595-1607

2023

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Extending the Reciprocal Effects Model of Math Self-Concept and Achievement: Long-Term Implications for End-of-High-School, Age-26 Outcomes, and Long-Term Expectations

Journal of educational psychology, 2023-02, Vol.115 (2), p.193-211

2023

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Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

European journal of personality, 2020-03, Vol.34 (2), p.180-202

2020

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Disentangling Different Sources of Stability and Change in Students' Academic Self-Concepts: An Integrative Data Analysis Using the STARTS Model

Journal of educational psychology, 2020-11, Vol.112 (8), p.1614-1631

2020

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Does an Option to Review Instructional Explanations Enhance Example-Based Learning? It Depends on Learners' Academic Self-Concept

Journal of educational psychology, 2020-01, Vol.112 (1), p.131-147

2020

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Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

Journal of educational psychology, 2012-11, Vol.104 (3), p.1033-1053

2012

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The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries

Journal of educational psychology, 2021-11, Vol.113 (8), p.1529-1549

2021

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The Joint Influence of Personal Achievement Goals and Classroom Goal Structures on Achievement-Relevant Outcomes

Journal of educational psychology, 2009-05, Vol.101 (2), p.432-447

2009

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Formation of academic self‐concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model

British journal of educational psychology, 2023-06, Vol.93 (2), p.545-570

2023

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Developmental links between well‐being, self‐concept and prosocial behaviour in early primary school

British journal of educational psychology, 2024-06, Vol.94 (2), p.425-440

2024

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Psychometric Properties of the Academic Self Concept Scale among Indian CBSE School Students

National journal of community medicine, 2022-03, Vol.12 (11), p.350-355

2022

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Tracking effects depend on tracking type: An international comparison of students' mathematics self-concept

American educational research journal, 2013-10, Vol.50 (5), p.925-957

2013

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Grade retention and academic self‐concept: A multilevel analysis of the effects of schools’ retention composition

British educational research journal, 2021-10, Vol.47 (5), p.1340-1360

2021

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Social Comparison Effects on Academic Self-Concepts-Which Peers Matter Most?

Developmental psychology, 2022-08, Vol.58 (8), p.1541-1556

2022

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Leaving the Pond-Choosing an Ocean: Effects of Student Composition on STEM Major Choices at University

Journal of educational psychology, 2020-05, Vol.112 (4), p.751-764

2020

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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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Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career

Psychology in the schools, 2024-05, Vol.61 (5), p.1897-1921

2024

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Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value

Contemporary educational psychology, 2018-07, Vol.54 (54), p.199-211

2018

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Social, Dimensional, and Temporal Comparisons by Students and Parents: An Investigation of the 2I/E Model at the Transition From Elementary to Junior High School

Journal of educational psychology, 2020-11, Vol.112 (8), p.1644-1660

2020

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On the Effects of Social, Temporal, and Dimensional Comparisons on Academic Self-Concept

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

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

Analyzing the Developmental Relation of Academic Self-Concept and Achievement in Elementary School Children: Alternative Models Point to Different Results

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

Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Modeling Social, Dimensional, and Temporal Comparisons in Self-Concept Development With the Random Intercept Cross-Lagged Panel Model: A Methodological-Substantive Integration

Extending the Reciprocal Effects Model of Math Self-Concept and Achievement: Long-Term Implications for End-of-High-School, Age-26 Outcomes, and Long-Term Expectations

Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries

Disentangling Different Sources of Stability and Change in Students' Academic Self-Concepts: An Integrative Data Analysis Using the STARTS Model

Does an Option to Review Instructional Explanations Enhance Example-Based Learning? It Depends on Learners' Academic Self-Concept

Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries

The Joint Influence of Personal Achievement Goals and Classroom Goal Structures on Achievement-Relevant Outcomes

Formation of academic self‐concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model

Developmental links between well‐being, self‐concept and prosocial behaviour in early primary school

Psychometric Properties of the Academic Self Concept Scale among Indian CBSE School Students

Tracking effects depend on tracking type: An international comparison of students' mathematics self-concept

Grade retention and academic self‐concept: A multilevel analysis of the effects of schools’ retention composition

Social Comparison Effects on Academic Self-Concepts-Which Peers Matter Most?

Leaving the Pond-Choosing an Ocean: Effects of Student Composition on STEM Major Choices at University

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

Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career

Testing the internal/external frame of reference model with elementary school children. Extension to physical ability and intrinsic value

Social, Dimensional, and Temporal Comparisons by Students and Parents: An Investigation of the 2I/E Model at the Transition From Elementary to Junior High School

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