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How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement

Educational psychology review, 2023-03, Vol.35 (1), p.6, Article 6

2023

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Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Developmental psychology, 2021-11, Vol.57 (11), p.1893-1909

2021

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Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis

Journal of educational psychology, 2022-02, Vol.114 (2), p.346-367

2022

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Does Instructional Quality Mediate the Link Between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Journal of educational psychology, 2022-08, Vol.114 (6), p.1442-1460

2022

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Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Journal of youth and adolescence, 2021-01, Vol.50 (1), p.177-188

2021

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Re-designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

Higher education, 2018, Vol.76 (2), p.337-352

2018

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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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Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem

Sex roles, 2022-03, Vol.86 (5-6), p.379-394

2022

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Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects

Journal of educational psychology, 2023-02, Vol.115 (2), p.309-329

2023

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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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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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Teacher Judgments Predict Developments in Adolescents' School Performance, Motivation, and Life Satisfaction

Journal of educational psychology, 2023-05, Vol.115 (4), p.642-664

2023

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Dimensional comparisons: Much is known about the effects, less about the processes

Social and personality psychology compass, 2022-06, Vol.16 (6), p.n/a

Wolff, Fabian

2022

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Activity Achievement Emotions and Academic Performance: A Meta-analysis

Educational psychology review, 2021-09, Vol.33 (3), p.1051-1095

2021

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Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals

Developmental science, 2022-11, Vol.25 (6), p.e13301-n/a

2022

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Productive versus vicarious failure: Do students need to fail themselves in order to learn?

Applied cognitive psychology, 2022-11, Vol.36 (6), p.1219-1233

2022

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An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts

Educational psychology review, 2022-12, Vol.34 (4), p.2569-2608

2022

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Assessment approaches in massive open online courses: Possibilities, challenges and future directions

International review of education, 2018-04, Vol.64 (2), p.241-263

2018

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Moderators of Dimensional Comparison Effects: A Comprehensive Replication Study Putting Prior Findings on Five Moderators to the Test and Going Beyond

Journal of educational psychology, 2021-04, Vol.113 (3), p.621-640

2021

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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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Trajectories of subject-interests development and influence factors in higher education

Current psychology (New Brunswick, N.J.), 2023-05, Vol.42 (15), p.12879-12895

Wild, Steffen

2023

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Nonlinear Relations Between Achievement and Academic Self-Concepts in Elementary and Secondary School: An Integrative Data Analysis Across 13 Countries

Journal of educational psychology, 2021-04, Vol.113 (3), p.585-604

2021

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On the Aristotelian origiins of higher education

Higher education, 2015, Vol.69 (1), p.117-128

Himanka, Juha

2015

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The motivational system of task values and anticipated emotions in daily academic behavior

Motivation and emotion, 2021-10, Vol.45 (5), p.599-616

2021

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The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems

Higher education, 2016-10, Vol.72 (4), p.413-434

Marginson, Simon

2016

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How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement

Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis

Does Instructional Quality Mediate the Link Between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Re-designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective

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

Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem

Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects

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

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

Teacher Judgments Predict Developments in Adolescents' School Performance, Motivation, and Life Satisfaction

Dimensional comparisons: Much is known about the effects, less about the processes

Activity Achievement Emotions and Academic Performance: A Meta-analysis

Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals

Productive versus vicarious failure: Do students need to fail themselves in order to learn?

An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students’ Academic Self-Concepts

Assessment approaches in massive open online courses: Possibilities, challenges and future directions

Moderators of Dimensional Comparison Effects: A Comprehensive Replication Study Putting Prior Findings on Five Moderators to the Test and Going Beyond

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

Trajectories of subject-interests development and influence factors in higher education

Nonlinear Relations Between Achievement and Academic Self-Concepts in Elementary and Secondary School: An Integrative Data Analysis Across 13 Countries

On the Aristotelian origiins of higher education

The motivational system of task values and anticipated emotions in daily academic behavior

The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems

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