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Relations Between Teachers' Emotional Exhaustion and Students' Educational Outcomes

Journal of educational psychology, 2016-08, Vol.108 (6), p.800-813

2016

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A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality

Structural equation modeling, 2016-01, Vol.23 (1), p.116-139

2016

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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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Political Efficacy in Adolescence: Development, Gender Differences, and Outcome Relations

Developmental psychology, 2017-05, Vol.53 (5), p.933-948

2017

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The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Journal of educational psychology, 2011-11, Vol.103 (4), p.970-981

2011

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Self-Concepts in Reading, Writing, Listening, and Speaking: A Multidimensional and Hierarchical Structure and Its Generalizability Across Native and Foreign Languages

Journal of educational psychology, 2016-07, Vol.108 (5), p.646-664

2016

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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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Exploring sources of construct-relevant multidimensionality in psychiatric measurement: A tutorial and illustration using the Composite Scale of Morningness

International journal of methods in psychiatric research, 2016-12, Vol.25 (4), p.277-288

2016

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Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling

American educational research journal, 2017-02, Vol.54 (1), p.59-87

2017

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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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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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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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The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models

Review of educational research, 2021-02, Vol.91 (1), p.34-72

2021

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Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks

Journal of educational psychology, 2017-07, Vol.109 (5), p.621-634

2017

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Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis

Child abuse & neglect, 2020-01, Vol.99, p.104250-104250, Article 104250

2020

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Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement

The Journal of experimental education, 2022-04, Vol.90 (3), p.615-633

2022

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School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences

British journal of educational psychology, 2019-12, Vol.89 (4), p.689-706

2019

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Social and dimensional comparisons in the formation of German students' language self-concepts

The Journal of experimental education, 2020-02, Vol.88 (2), p.245-264

2020

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Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments

Journal of personality assessment, 2022-11, Vol.104 (6), p.759-773

2022

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Age and gender differences in the relation between self-concept facets and self-esteem

The Journal of early adolescence, 2014-08, Vol.34 (6), p.760-791

2014

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Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM

The Journal of experimental education, 2016-04, Vol.84 (2), p.330-355

2016

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Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades

American journal on intellectual and developmental disabilities, 2020-03, Vol.125 (2), p.125-147

2020

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Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities

Journal of youth and adolescence, 2017-04, Vol.46 (4), p.801-825

2017

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Self-Esteem Trajectories and Their Social Determinants in Adolescents with Different Levels of Cognitive Ability

American journal on intellectual and developmental disabilities, 2017-11, Vol.122 (6), p.539-564

2017

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Native language self-concept and reading self-concept. Same or different?

The Journal of experimental education, 2014-04, Vol.82 (2), p.229-252

2014

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Relations Between Teachers' Emotional Exhaustion and Students' Educational Outcomes

A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality

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

Political Efficacy in Adolescence: Development, Gender Differences, and Outcome Relations

The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation Between Competence and Affect Components

Self-Concepts in Reading, Writing, Listening, and Speaking: A Multidimensional and Hierarchical Structure and Its Generalizability Across Native and Foreign Languages

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

Exploring sources of construct-relevant multidimensionality in psychiatric measurement: A tutorial and illustration using the Composite Scale of Morningness

Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling

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

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

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

The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models

Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks

Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis

Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement

School attitude and perceived teacher acceptance: Developmental trajectories, temporal relations, and gender differences

Social and dimensional comparisons in the formation of German students' language self-concepts

Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments

Age and gender differences in the relation between self-concept facets and self-esteem

Examination of the structure and grade-related differentiation of multidimensional self-concept instruments for children using ESEM

Mathematics Motivation in Students with Low Cognitive Ability: A Longitudinal Study of Motivation and Relations with Effort, Self-Regulation, and Grades

Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities

Self-Esteem Trajectories and Their Social Determinants in Adolescents with Different Levels of Cognitive Ability

Native language self-concept and reading self-concept. Same or different?

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