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Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Child development, 2017-09, Vol.88 (5), p.1653-1670

2017

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Exploratory Structural Equation Modeling: An Integration of the Best Features of Exploratory and Confirmatory Factor Analysis

Annual review of clinical psychology, 2014-01, Vol.10 (1), p.85-110

2014

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Academic self-concept and academic achievement : relations and causal ordering

British journal of educational psychology, 2011-03, Vol.81 (1), p.59-77

2011

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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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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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Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept

Personality & social psychology bulletin, 2008-04, Vol.34 (4), p.542-552

2008

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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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Measurement Invariance of Big-Five Factors Over the Life Span: ESEM Tests of Gender, Age, Plasticity, Maturity, and La Dolce Vita Effects

Developmental psychology, 2013-06, Vol.49 (6), p.1194-1218

2013

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Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study

Journal of educational psychology, 2012-08, Vol.104 (3), p.763-777

2012

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Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

American educational research journal, 2018-12, Vol.55 (6), p.1339-1368

2018

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Happy Fish in Little Ponds: Testing a Reference Group Model of Achievement and Emotion

Journal of personality and social psychology, 2019-07, Vol.117 (1), p.166-185

2019

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Don't Aim Too High for Your Kids: Parental Overaspiration Undermines Students' Learning in Mathematics

Journal of personality and social psychology, 2016-11, Vol.111 (5), p.766-779

2016

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Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model

Journal of educational psychology, 2015-11, Vol.107 (4), p.1086-1101

2015

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Reciprocal Effects of Self-Concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

Perspectives on psychological science, 2006-06, Vol.1 (2), p.133-163

2006

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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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Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept

Structural equation modeling, 2009-04, Vol.16 (2), p.191-225

2009

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A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling

Psychological assessment, 2010-09, Vol.22 (3), p.471-491

2010

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Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure

British journal of educational psychology, 2014-03, Vol.84 (1), p.152-174

2014

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Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects

Educational psychologist, 2012-04, Vol.47 (2), p.106-124

2012

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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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Passion: Does One Scale Fit All? Construct Validity of Two-Factor Passion Scale and Psychometric Invariance Over Different Activities and Languages

Psychological assessment, 2013-09, Vol.25 (3), p.796-809

2013

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Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching

Structural equation modeling, , Vol.16 (3), p.439-476

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Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error

Multivariate behavioral research, 2009-11, Vol.44 (6), p.764-802

2009

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In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings

Structural equation modeling, 2004-07, Vol.11 (3), p.320-341

2004

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Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Exploratory Structural Equation Modeling: An Integration of the Best Features of Exploratory and Confirmatory Factor Analysis

Academic self-concept and academic achievement : relations and causal ordering

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

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

Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept

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

Measurement Invariance of Big-Five Factors Over the Life Span: ESEM Tests of Gender, Age, Plasticity, Maturity, and La Dolce Vita Effects

Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study

Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

Happy Fish in Little Ponds: Testing a Reference Group Model of Achievement and Emotion

Don't Aim Too High for Your Kids: Parental Overaspiration Undermines Students' Learning in Mathematics

Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model

Reciprocal Effects of Self-Concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

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

Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept

A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure

Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects

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

Passion: Does One Scale Fit All? Construct Validity of Two-Factor Passion Scale and Psychometric Invariance Over Different Activities and Languages

Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching

Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error

In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings

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