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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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Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains

Contemporary educational psychology, 2018-01, Vol.52 (2018), p.1-14

2018

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Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling

Contemporary educational psychology, 2009-04, Vol.34 (2), p.120-131

2009

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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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Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering

Child development, 2005-03, Vol.76 (2), p.397-416

2005

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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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Using Individual Interest and Conscientiousness to Predict Academic Effort: Additive, Synergistic, or Compensatory Effects?

Journal of personality and social psychology, 2015-07, Vol.109 (1), p.142-162

2015

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The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research

Educational psychology review, 2008-09, Vol.20 (3), p.319-350

2008

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Does students' awareness of school-track-related stereotypes exacerbate inequalities in education?

NPJ science of learning, 2023-12, Vol.8 (1), p.59-59, Article 59

2023

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Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts: A Review of Empirical Research

European psychologist, 2013, Vol.18 (2), p.136-147

2013

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Predicting global and topic-specific certainty beliefs: Domain-specificity and the role of the academic environment

British journal of educational psychology, 2007-12, Vol.77 (4), p.907-934

2007

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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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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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The need to distinguish between quantity and quality in research on parental involvement. The example of parental help with homework

The Journal of educational research (Washington, D.C.), 2015-09, Vol.108 (5), p.417-431

2015

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School Success and School Engagement of Immigrant Children and Adolescents: A Risk and Resilience Developmental Perspective

European psychologist, 2013, Vol.18 (2), p.126-135

2013

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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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Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention

Social psychology (Göttingen, Germany), 2018, Vol.49 (1), p.16-28

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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Personality, intelligence, and academic achievement: Charting their developmental interplay

Journal of personality, 2023-12, Vol.91 (6), p.1326-1343

2023

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Typen elterlicher Hausaufgabenhilfe und ihr Zusammenhang mit der familialen Sozialisation

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2016-07, Vol.48 (3), p.111-128

2016

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

Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains

Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modelling

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

Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering

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

Using Individual Interest and Conscientiousness to Predict Academic Effort: Additive, Synergistic, or Compensatory Effects?

The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research

Does students' awareness of school-track-related stereotypes exacerbate inequalities in education?

Development of School Engagement in Association With Academic Success and Well-Being in Varying Social Contexts: A Review of Empirical Research

Predicting global and topic-specific certainty beliefs: Domain-specificity and the role of the academic environment

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

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

The need to distinguish between quantity and quality in research on parental involvement. The example of parental help with homework

School Success and School Engagement of Immigrant Children and Adolescents: A Risk and Resilience Developmental Perspective

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

Belonging Mediates Effects of Student-University Fit on Well-Being, Motivation, and Dropout Intention

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

Personality, intelligence, and academic achievement: Charting their developmental interplay

Typen elterlicher Hausaufgabenhilfe und ihr Zusammenhang mit der familialen Sozialisation

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

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

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