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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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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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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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Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

Journal of educational psychology, 2017-04, Vol.109 (3), p.355-373

2017

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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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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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Development of Early Childhood Teachers' Knowledge and Emotions in Mathematics During Transition From Teacher Training to Practice

Journal of educational psychology, 2021-11, Vol.113 (8), p.1628-1644

2021

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Reciprocal Associations Between Students' Mathematics Anxiety and Achievement: Can Teacher Sensitivity Make a Difference?

Journal of educational psychology, 2020-05, Vol.112 (4), p.735-750

2020

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Comparing Apples and Oranges: Curricular Intensification Reforms Can Change the Meaning of Students' Grades

Journal of educational psychology, 2020-01, Vol.112 (1), p.204-220

2020

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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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Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

Journal of educational psychology, 2013-02, Vol.105 (1), p.108-128

2013

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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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Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

Journal of educational psychology, 2017-04, Vol.109 (3), p.425-438

2017

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Dimensional Comparison Effects on (Gendered) Educational Choices

Journal of educational psychology, 2021-02, Vol.113 (2), p.330-350

2021

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Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Journal of educational psychology, 2015-02, Vol.107 (1), p.30-46

2015

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Between- and Within-Domain Relations of Students' Academic Emotions

Journal of educational psychology, 2007-11, Vol.99 (4), p.715-733

2007

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Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

Journal of educational psychology, 2008-08, Vol.100 (3), p.716-725

2008

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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, Vol.109 (5), p.621-634

2017

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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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Longitudinal Big-Fish-Little-Pond Effects on Academic Self-Concept Development During the Transition From Elementary to Secondary Schooling

Journal of educational psychology, 2018-08, Vol.110 (6), p.882-897

2018

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Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics

Journal of educational psychology, 2006-11, Vol.98 (4), p.788-806

2006

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Classroom Composition, Classroom Management, and the Relationship Between Student Attributes and Grades

Journal of educational psychology, 2014-02, Vol.106 (1), p.289-300

2014

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Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students

Journal of educational psychology, 2011-02, Vol.103 (1), p.105-118

2011

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The Nature of Teachers' Pedagogical Content Beliefs Matters for Students' Achievement Gains: Quasi-Experimental Evidence From Elementary Mathematics

Journal of educational psychology, 2002-06, Vol.94 (2), p.344-355

2002

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Parents' Gender Stereotypes and Teachers' Beliefs as Predictors of Children's Concept of Their Mathematical Ability in Elementary School

Journal of educational psychology, 2000-03, Vol.92 (1), p.144-151

Tiedemann, Joachim

2000

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

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

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

Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

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

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

Development of Early Childhood Teachers' Knowledge and Emotions in Mathematics During Transition From Teacher Training to Practice

Reciprocal Associations Between Students' Mathematics Anxiety and Achievement: Can Teacher Sensitivity Make a Difference?

Comparing Apples and Oranges: Curricular Intensification Reforms Can Change the Meaning of Students' Grades

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

Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries

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

Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores

Dimensional Comparison Effects on (Gendered) Educational Choices

Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Between- and Within-Domain Relations of Students' Academic Emotions

Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

Math self-concept, grades, and achievement test scores. Long-term reciprocal effects across five waves and three achievement tracks

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

Longitudinal Big-Fish-Little-Pond Effects on Academic Self-Concept Development During the Transition From Elementary to Secondary Schooling

Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics

Classroom Composition, Classroom Management, and the Relationship Between Student Attributes and Grades

Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students

The Nature of Teachers' Pedagogical Content Beliefs Matters for Students' Achievement Gains: Quasi-Experimental Evidence From Elementary Mathematics

Parents' Gender Stereotypes and Teachers' Beliefs as Predictors of Children's Concept of Their Mathematical Ability in Elementary School

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