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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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Relations Between Teachers' Emotional Exhaustion and Students' Educational Outcomes

Journal of educational psychology, 2016-08, Vol.108 (6), p.800-813

2016

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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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Dimensional comparisons in students' perceptions of the learning environment

Learning and instruction, 2016-04, Vol.42, p.22-30

2016

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Relations between classroom disciplinary problems and student motivation: achievement as a potential mediator?

Learning and instruction, 2015-10, Vol.39 (29), p.184-193

2015

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The dimensional structure of students’ self-concept and interest in science depends on course composition

Learning and instruction, 2019-04, Vol.60 (60), p.20–28-60<20–28

2019

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Perceived quality of instruction. The relationship among indicators of students' basic needs, mastery goals, and academic achievement

British journal of educational psychology, 2020, Vol.90 (S1), p.176-192

2020

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Identifying processes underlying the multimedia effect in testing: An eye-movement analysis

Learning and instruction, 2017-02, Vol.47 (47), p.91-102

2017

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Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

British journal of educational psychology, 2020-05, Vol.90 (2), p.282-300

2020

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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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Dimensional comparisons in students' perceptions of learning environments

Learning and instruction, 2016 (42), p.22-30

2016

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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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Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?

Learning and individual differences, 2020, Vol.77 (77, Art. 101816), p.12-77, Art. 101816<12, Article 101816

2020

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Academic self-concept during the transition to upper secondary school

Contemporary educational psychology, 2019, Vol.56 (56), p.152–160-56<152–160

2019

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A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

British educational research journal, 2020-04, Vol.46 (2), p.437–457-46:2<437–457

2020

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Assessing students' understandings of biological models and their use in science to evaluate a theoretical framework

International journal of science education, 2014-01, Vol.36 (10), p.1651-1684

2014

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Measuring Mathematics Competence in International and National Large Scale Assessments: Linking PISA with the National Educational Panel Study in Germany

Studies in educational evaluation, 2020 (65, Art. 100847), p.65, Art. 100847

2020

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Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance

Metacognition and learning, 2010-08, Vol.5 (2), p.157-171

2010

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"Ich sehe was, was du nicht siehst?!": Subjektive und fremde Wahrnehmung der sozialen Integration bei Schülern mit AD(H)S. Eine empirische Untersuchung an bayerischen Grundschulen

Abelein, Philipp

2017

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Kompetent und beliebt?: Der Zusammenhang von Kompetenzen und Selbstkonzepten in Mathematik und Lesen mit der wahrgenommenen Beliebtheit bei Peers

Zeitschrift für Erziehungswissenschaft, 2017, Vol.20 (3), p.387-404

2017

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Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Learning and individual differences, 2016-10, Vol.51 (51), p.91-99

2016

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Social relationships and motivation in secondary schools: Interindividual differences

Raufelder, Diana Tatjana

2014

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Enhancing students' self-regulation and mathematics performance: The influence of feedback and self-evaluative standards

Metacognition and learning, 2010-08, Vol.5 (2), p.173-194

2010

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German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills

Science education (Salem, Mass.), 2016-09, Vol.100 (5), p.903-922

2016

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The predictive validity of teachers’ personality, cognitive, and academic abilities at the end of high school on instructional quality in Germany: A longitudinal study

AERA open, 2020, Vol.6 (1), p.1-17

2020

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

Relations Between Teachers' Emotional Exhaustion and Students' Educational Outcomes

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

Dimensional comparisons in students' perceptions of the learning environment

Relations between classroom disciplinary problems and student motivation: achievement as a potential mediator?

The dimensional structure of students’ self-concept and interest in science depends on course composition

Perceived quality of instruction. The relationship among indicators of students' basic needs, mastery goals, and academic achievement

Identifying processes underlying the multimedia effect in testing: An eye-movement analysis

Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study

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

Dimensional comparisons in students' perceptions of learning environments

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

Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?

Academic self-concept during the transition to upper secondary school

A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

Assessing students' understandings of biological models and their use in science to evaluate a theoretical framework

Measuring Mathematics Competence in International and National Large Scale Assessments: Linking PISA with the National Educational Panel Study in Germany

Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance

"Ich sehe was, was du nicht siehst?!": Subjektive und fremde Wahrnehmung der sozialen Integration bei Schülern mit AD(H)S. Eine empirische Untersuchung an bayerischen Grundschulen

Kompetent und beliebt?: Der Zusammenhang von Kompetenzen und Selbstkonzepten in Mathematik und Lesen mit der wahrgenommenen Beliebtheit bei Peers

Extending the internal/external frame of reference model to social studies: Self-concept and achievement in history and politics

Social relationships and motivation in secondary schools: Interindividual differences

Enhancing students' self-regulation and mathematics performance: The influence of feedback and self-evaluative standards

German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills

The predictive validity of teachers’ personality, cognitive, and academic abilities at the end of high school on instructional quality in Germany: A longitudinal study

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