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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Journal of educational psychology, 2015-08, Vol.107 (3), p.663-677

2015

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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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Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model

Journal of educational psychology, 2006-05, Vol.98 (2), p.438-456

2006

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Homework Works if Homework Quality Is High: Using Multilevel Modeling to Predict the Development of Achievement in Mathematics

Journal of educational psychology, 2010-05, Vol.102 (2), p.467-482

2010

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The "Situative Nature" of Competence and Value Beliefs and the Predictive Power of Autonomy Support: A Multilevel Investigation of Repeated Observations

Journal of educational psychology, 2022-05, Vol.114 (4), p.791-814

2022

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Quality of Parental Homework Involvement: Predictors and Reciprocal Relations With Academic Functioning in the Reading Domain

Journal of educational psychology, 2014-02, Vol.106 (1), p.144-161

2014

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Student and Teacher Ratings of Instructional Quality: Consistency of Ratings Over Time, Agreement, and Predictive Power

Journal of educational psychology, 2016-07, Vol.108 (5), p.705-721

2016

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Scaling up an Extracurricular Science Intervention for Elementary School Students: It Works, and Girls Benefit More From It Than Boys

Journal of educational psychology, 2021-05, Vol.113 (4), p.784-807

2021

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Social Support and Classroom Management Are Related to Secondary Students' General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings

Journal of educational psychology, 2018-11, Vol.110 (8), p.1066-1083

2018

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Students' Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers?

Journal of educational psychology, 2018-07, Vol.110 (5), p.709-725

2018

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When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

Journal of educational psychology, 2022-02, Vol.114 (2), p.326-345

2022

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The Conscientiousness x Interest Compensation (CONIC) Model: Generalizability across Domains, Outcomes, and Predictors

Journal of educational psychology, 2020-02, Vol.112 (2), p.271

2020

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Reading Demands in Secondary School: Does the Linguistic Complexity of Textbooks Increase With Grade Level and the Academic Orientation of the School Track?

Journal of educational psychology, 2018-05, Vol.110 (4), p.518-543

2018

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The Potential of Relevance Interventions for Scaling Up: A Cluster-Randomized Trial Testing the Effectiveness of a Relevance Intervention in Math Classrooms

Journal of educational psychology, 2021-11, Vol.113 (8), p.1507-1528

2021

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How Students' Perceptions of Teaching Quality in One Subject Are Impacted by the Grades They Receive in Another Subject: Dimensional Comparisons in Student Evaluations of Teaching Quality

Journal of educational psychology, 2021-05, Vol.113 (4), p.770-783

2021

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The Conscientiousness × Interest Compensation (CONIC) Model: Generalizability Across Domains, Outcomes, and Predictors

Journal of educational psychology, 2020-02, Vol.112 (2), p.271-287

2020

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Don't Blame the Teacher? The Need to Account for Classroom Characteristics in Evaluations of Teaching Quality

Journal of educational psychology, 2020-08, Vol.112 (6), p.1284-1302

2020

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Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

Journal of educational psychology, 2017-10, Vol.109 (7), p.993-1009

2017

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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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Exploring Reference Group Effects on Teachers' Nominations of Gifted Students

Journal of educational psychology, 2016-08, Vol.108 (6), p.883-897

2016

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Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns

Journal of educational psychology, 2008-08, Vol.100 (3), p.702-715

2008

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Students' Self-Reported Effort and Time on Homework in Six School Subjects: Between-Students Differences and Within-Student Variation

Journal of educational psychology, 2007-05, Vol.99 (2), p.432-444

2007

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Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept

Journal of educational psychology, 2009-11, Vol.101 (4), p.853-866

2009

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What Makes Lessons Interesting? The Role of Situational and Individual Factors in Three School Subjects

Journal of educational psychology, 2008-05, Vol.100 (2), p.460-472

2008

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The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?

Journal of educational psychology, 2012-08, Vol.104 (3), p.682-699

2012

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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

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

Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model

Homework Works if Homework Quality Is High: Using Multilevel Modeling to Predict the Development of Achievement in Mathematics

The "Situative Nature" of Competence and Value Beliefs and the Predictive Power of Autonomy Support: A Multilevel Investigation of Repeated Observations

Quality of Parental Homework Involvement: Predictors and Reciprocal Relations With Academic Functioning in the Reading Domain

Student and Teacher Ratings of Instructional Quality: Consistency of Ratings Over Time, Agreement, and Predictive Power

Scaling up an Extracurricular Science Intervention for Elementary School Students: It Works, and Girls Benefit More From It Than Boys

Social Support and Classroom Management Are Related to Secondary Students' General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings

Students' Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers?

When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

The Conscientiousness x Interest Compensation (CONIC) Model: Generalizability across Domains, Outcomes, and Predictors

Reading Demands in Secondary School: Does the Linguistic Complexity of Textbooks Increase With Grade Level and the Academic Orientation of the School Track?

The Potential of Relevance Interventions for Scaling Up: A Cluster-Randomized Trial Testing the Effectiveness of a Relevance Intervention in Math Classrooms

How Students' Perceptions of Teaching Quality in One Subject Are Impacted by the Grades They Receive in Another Subject: Dimensional Comparisons in Student Evaluations of Teaching Quality

The Conscientiousness × Interest Compensation (CONIC) Model: Generalizability Across Domains, Outcomes, and Predictors

Don't Blame the Teacher? The Need to Account for Classroom Characteristics in Evaluations of Teaching Quality

Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM

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

Exploring Reference Group Effects on Teachers' Nominations of Gifted Students

Teachers' Occupational Well-Being and Quality of Instruction: The Important Role of Self-Regulatory Patterns

Students' Self-Reported Effort and Time on Homework in Six School Subjects: Between-Students Differences and Within-Student Variation

Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept

What Makes Lessons Interesting? The Role of Situational and Individual Factors in Three School Subjects

The Differential Effects of School Tracking on Psychometric Intelligence: Do Academic-Track Schools Make Students Smarter?

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