Don't aim too high for your kids : Parental overaspiration undermines students' learning in mathematics

Journal article

Murayama, Kou, Pekrun, Reinhard, Suzuki, Masayuki, Marsh, Herbert W. and Lichtenfeld, Stephanie. (2016). Don't aim too high for your kids : Parental overaspiration undermines students' learning in mathematics. Journal of Personality and Social Psychology. 111(5), pp. 766-779. https://doi.org/10.1037/pspp0000079
AuthorsMurayama, Kou, Pekrun, Reinhard, Suzuki, Masayuki, Marsh, Herbert W. and Lichtenfeld, Stephanie
Abstract

Previous research has suggested that parents’ aspirations for their children’s academic attainment can have a positive influence on children’s actual academic performance. Possible negative effects of parental overaspiration, however, have found little attention in the psychological literature. Employing a dual-change score model with longitudinal data from a representative sample of German school children and their parents (N = 3,530; Grades 5 to 10), we showed that parental aspiration and children’s mathematical achievement were linked by positive reciprocal relations over time. Importantly, we also found that parental aspiration that exceeded their expectation (i.e., overaspiration) had negative reciprocal relations with children’s mathematical achievement. These results were fairly robust after controlling for a variety of demographic and cognitive variables such as children’s gender, age, intelligence, school type, and family socioeconomic status. The results were also replicated with an independent sample of U.S. parents and their children. These findings suggest that unrealistically high parental aspiration can be detrimental for children’s achievement.

Keywordsparental expectation; mathematical achievement; latent difference score model; cross-lagged analysis; aspiration–expectation gap
Year2016
JournalJournal of Personality and Social Psychology
Journal citation111 (5), pp. 766-779
PublisherAmerican Psychological Association Inc.
ISSN0022-3514
Digital Object Identifier (DOI)https://doi.org/10.1037/pspp0000079
Scopus EID2-s2.0-84947997418
Open accessPublished as green open access
Page range766-779
Research GroupInstitute for Positive Psychology and Education
Author's accepted manuscript
License
All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2016
Publication process dates
Accepted30 Sep 2015
Permalink -

https://acuresearchbank.acu.edu.au/item/87997/don-t-aim-too-high-for-your-kids-parental-overaspiration-undermines-students-learning-in-mathematics

Log in to edit

Download files

Author's accepted manuscript
AM_Murayama_2016_Dont_aim_too_high_for_your.pdf
License: All rights reserved
File access level: Open

Restricted files

Publisher's version

  • 501
    total views
  • 100
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Emotional competence self-help mobile phone app versus cognitive behavioural self-help app versus self-monitoring app to promote mental wellbeing in healthy young adults (ECoWeB PROMOTE) : An international, multicentre, parallel, open-label, randomised controlled trial
Watkins, Edward R., Warren, Fiona C., Newbold, Alexandra, Hulme, Claire, Cranston, Timothy, Aas, Benjamin, Bear, Holly, Botella, Cristina, Burkhardt, Felix, Ehring, Thomas, Fazel, Mina, Fontaine, Johnny R. J., Frost, Mads, Garcia-Palacios, Azucena, Greimel, Ellen, Hößle, Christiane, Hovasapian, Arpine, Huyghe, Veerle E. I., Karpouzis, Kostas, ... Taylor, Rod S.. (2024). Emotional competence self-help mobile phone app versus cognitive behavioural self-help app versus self-monitoring app to promote mental wellbeing in healthy young adults (ECoWeB PROMOTE) : An international, multicentre, parallel, open-label, randomised controlled trial. The Lancet Digital Health. 6(12), pp. 904-913. https://doi.org/10.1016/S2589-7500(24)00149-3
Sex differences of school grades in childhood and adolescence : A longitudinal analysis
Oakley, Claire M., Pekrun, Reinhard and Stoet, Gijsbert. (2024). Sex differences of school grades in childhood and adolescence : A longitudinal analysis. Intelligence. 107, p. Article 101857. https://doi.org/10.1016/j.intell.2024.101857
Effects of peers’ emotions on students’ emotions, achievement goals, mental effort, and performance
Hu, Yuanyuan, Elliot, Andrew, Wouters, Pieter, van der Schaaf, Marieke, Kester, Liesbeth and Pekrun, Reinhard Herrmann. (2024). Effects of peers’ emotions on students’ emotions, achievement goals, mental effort, and performance. Journal of Educational Psychology. 116(7), pp. 1283-1299. https://doi.org/10.1037/edu0000895
Joy is reciprocally transmitted between teachers and students : Evidence on facial mimicry in the classroom
Frenzel, Anne, Dindar, Muhterem, Pekrun, Reinhard Herrmann, Reck, Corinna and Marx, Anton K. G.. (2024). Joy is reciprocally transmitted between teachers and students : Evidence on facial mimicry in the classroom. Learning and Instruction. 91, pp. 1-12. https://doi.org/10.1016/j.learninstruc.2024.101896
Control-Value Theory : From Achievement Emotion to a General Theory of Human Emotions
Pekrun, Reinhard Herrmann. (2024). Control-Value Theory : From Achievement Emotion to a General Theory of Human Emotions. Educational Psychology Review. 36(3), pp. 1-36. https://doi.org/10.1007/s10648-024-09909-7
Overview of Current Directions in Boredom Research
Bieleke, Maik, Wolff, Wanja, Martarelli, Corinna S., Tonne Artak, Christine Emilie, Asani, Nazim, Baillifard, Ambroise, Bertrams, Alex, Brielmann, Aenne, Caldwell, Linda L., Chan, Christian S., Coppin, Géraldine, Danckert, James, Dang, Van, Daniels, Lia M. and Pekrun, Reinhard Herrmann. (2024). Overview of Current Directions in Boredom Research. In In Bieleke, Maik, Wolff, Wanja and Martarelli, Corinna (Ed.). The Routledge International Handbook of Boredom pp. 382 Routledge. https://doi.org/10.4324/9781003271536-26
Revisiting the relation between academic buoyancy and coping : A network analysis
Putwain, David W., Daumiller, Martin, Hussain, Tahrim and Pekrun, Reinhard. (2024). Revisiting the relation between academic buoyancy and coping : A network analysis. Contemporary Educational Psychology. 78, pp. 1-14. https://doi.org/10.1016/j.cedpsych.2024.102283
Boredom due to being over- or under-challenged in mathematics : A latent profile analysis
Schwartze, Manuel M., Frenzel, Anne, Goetz, Thomas, Lohbeck, Annette, Bednorz, David, Kleine, Michael and Pekrun, Reinhard Herrmann. (2024). Boredom due to being over- or under-challenged in mathematics : A latent profile analysis. British Journal of Educational Psychology. 94(3), pp. 957-958. https://doi.org/10.1111/bjep.12695
Academic boredom
Goetz, Thomas, Stempfer, Lisa, Pekrun, Reinhard, Van Tilburg, Wijnand A. P. and Lipnevich, Anastasiya A.. (2024). Academic boredom. In In Bieleke, Maik, Wolff, Wanja and Martarelli, Corinna (Ed.). The Routledge International Handbook of Boredom pp. 225 - 249 Routledge. https://doi.org/10.4324/9781003271536-18
Boredom : A control-value theory approach
Pekrun, Reinhard and Goetz, Thomas. (2024). Boredom : A control-value theory approach. In In Bieleke, Maik, Wolff, Wanja and Martarelli, Corinna (Ed.). The Routledge International Handbook of Boredom pp. 74-89 Routledge. https://doi.org/10.4324/9781003271536-7
The Multidimensional Student Well-being (MSW) instrument : Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students
Craven, Rhonda Gai, Marsh, Herbert Warren, Yeung, See Shing, Cunha Vasconcellos, Diego Itibere, Dillon, Anthony William Oswald, Ryan, Richard Michael, Mooney, Janet, Franklin, Alicia, Barclay, Lily and van Westenbrugge, Annalies. (2024). The Multidimensional Student Well-being (MSW) instrument : Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students. Contemporary Educational Psychology. 77, pp. 1-16. https://doi.org/10.1016/j.cedpsych.2024.102274
Academic self-concept formation : A three-faceted model of psychological comparison processes
Marsh, Herbert W., Basarkod, Geetanjali, Pekrun, Reinhard Herrmann, Dicke, Theresa, Parker, Philip D. and Guo, Jiesi. (2024). Academic self-concept formation : A three-faceted model of psychological comparison processes. In In O'Donnell, Angela (Ed.). Oxford Handbook of Educational Psychology pp. 1 - 35 Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199841332.013.37
Cracking chicken-egg conundrums : Juxtaposing contemporaneous and lagged reciprocal effects models of academic self-concept and achievement’s directional ordering
Marsh, Herbert W., Guo, Jiesi, Pekrun, Reinhard Herrmann, Ludtke, Oliver and Núñez-Regueiro, Fernando. (2024). Cracking chicken-egg conundrums : Juxtaposing contemporaneous and lagged reciprocal effects models of academic self-concept and achievement’s directional ordering. Educational Psychology Review. 36(2), pp. 1-55. https://doi.org/10.1007/s10648-024-09887-w
Cross-Cultural Patterns of Gender Differences in STEM : Gender Stratification, Gender Equality and Gender-Equality Paradoxes
Guo, Jiesi, Marsh, Herbert Warren, Parker, Philip David and Hu, Xiang. (2024). Cross-Cultural Patterns of Gender Differences in STEM : Gender Stratification, Gender Equality and Gender-Equality Paradoxes. Educational Psychology Review. 36(2), pp. 1-48. https://doi.org/10.1007/s10648-024-09872-3
Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries
Basarkod, Geetanjali, Dicke, Theresa, Allen, Kelly-Ann, Parker, Philip David, Ryan, Mary, Marsh, Herbert Warren, Carrick, Zoe and Guo, Jiesi. (2024). Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries. Learning and Instruction. 91, pp. 1-13. https://doi.org/10.1016/j.learninstruc.2024.101879
The equality paradox : gender equality intensifies male advantages in adolescent subjective well-being
Guo, Jiesi, Basarkod, Geetanjali, Perales, Francisco, Parker, Philip David, Marsh, Herbert Warren, Donald, James, Dicke, Theresa, Sahdra, Baljinder Kaur, Ciarrochi, Joseph, Hu, Xiang, Lonsdale, Christopher Sean, Sanders, Taren Grant and del Pozo Cruz, Borja. (2024). The equality paradox : gender equality intensifies male advantages in adolescent subjective well-being. Personality and Social Psychology Bulletin. 50(1), pp. 147-164. https://doi.org/10.1177/01461672221125619
How universal are academic emotions? A control-value theory perspective
Pekrun, Reinhard Herrmann and Goetz, Thomas. (2023). How universal are academic emotions? A control-value theory perspective. In Motivation and Emotion in Learning and Teaching across Educational Contexts: Theoretical and Methodological Perspectives and Empirical Insights pp. 85-99 Routledge. https://doi.org/10.4324/9781003303473-7
Applying control-value theory for examining multiple emotions in L2 classrooms : Validating the Achievement Emotions Questionnaire – Second Language Learning
Shao, Kaiqi, Stockinger, Kristina, Marsh, Herbert Warren and Pekrun, Reinhard Herrmann. (2023). Applying control-value theory for examining multiple emotions in L2 classrooms : Validating the Achievement Emotions Questionnaire – Second Language Learning. Language Teaching Research. pp. 1-29. https://doi.org/10.1177/13621688221144497
Towards a multidimensional measure of well-being : cross-cultural support through the Italian validation of the well-being profile
Scalas, L, Lodi, Ernesto, Magnano, Paola and Marsh, Herbert Warren. (2023). Towards a multidimensional measure of well-being : cross-cultural support through the Italian validation of the well-being profile. BMC Psychology. 11(1), pp. 1-13. https://doi.org/10.1186/s40359-023-01485-9
Test boredom : Exploring a neglected emotion
Goetz, Thomas, Bieleke, Maik, Yanagida, Takuya, Krannich, Maike, Roos, Anna-Lena, Frenzel, Anne, Lipnevich, Anastasiya A. and Pekrun, Reinhard. (2023). Test boredom : Exploring a neglected emotion. Journal of Educational Psychology. 115(7), pp. 911-931. https://doi.org/10.1037/edu0000807
Developmental trajectories of achievement emotions in mathematics during adolescence
Sakaki, Michiko, Murayama, K, Frenzel, Anne, Goetz, Thomas, Marsh, Herbert Warren, Lichtenfeld, Stephanie and Pekrun, Reinhard Herrmann. (2023). Developmental trajectories of achievement emotions in mathematics during adolescence. Child Development. 95(1), pp. 276-295. https://doi.org/10.1111/cdev.13996
Students’ Emotion Regulation and School-Related Well-Being : Longitudinal Models Juxtaposing Between and Within-Person Perspectives
Beaumont, Joanna, Putwain, David W., Gallard, Diahann, Malone, Elizabeth, Marsh, Herbert Warren and Pekrun, Reinhard Herrmann. (2023). Students’ Emotion Regulation and School-Related Well-Being : Longitudinal Models Juxtaposing Between and Within-Person Perspectives. Journal of Educational Psychology. 115(7), pp. 932-950. https://doi.org/10.1037/edu0000800
COVID-19 meets control-value theory : Emotional reactions to canceled high-stakes examinations
Putwain, David W., Symes, Wendy, Marsh-Henry, Zhané, Marsh, Herbert Warren and Pekrun, Reinhard Herrmann. (2023). COVID-19 meets control-value theory : Emotional reactions to canceled high-stakes examinations. Learning and Individual Differences. 105, pp. 1-10. https://doi.org/10.1016/j.lindif.2023.102319
Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students : Reciprocal effects between self-concept and achievement
Marsh, Herbert Warren, Craven, Rhonda Gai, Yeung, See Shing, Mooney, Janet, Franklin, Alicia, Dillon, Anthony William Oswald, Barclay, Lily, vanWestenbrugge, Annalies, Cunha Vasconcellos, Diego Itibere, See, Sioau Mai, Roy, Douglas John, Shaik Kadir, Munirah and Durmush, Georgia Louise. (2023). Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students : Reciprocal effects between self-concept and achievement. Contemporary Educational Psychology. 72, pp. 1-16. https://doi.org/10.1016/j.cedpsych.2022.102135
Cluster Randomized Control Trial to Reduce Peer Victimization : An Autonomy-Supportive Teaching Intervention Changes the Classroom Ethos to Support Defending Bystanders
Cheon, Sung Hyeon, Reeve, Johnmarshall, Marsh, Herbert Warren and Jang, Hye-Ryen. (2023). Cluster Randomized Control Trial to Reduce Peer Victimization : An Autonomy-Supportive Teaching Intervention Changes the Classroom Ethos to Support Defending Bystanders. American Psychologist. 78(7), pp. 856-872. https://doi.org/10.1037/amp0001130
Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80 : Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective
Televantou, Ioulia, Marsh, Herbert Warren, Xu, Kate M, Guo, Jiesi and Dicke, Theresa. (2023). Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80 : Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective. Educational Psychology Review. 35(4), pp. 1-26. https://doi.org/10.1007/s10648-023-09816-3
The bifactor structure of the Self-Compassion Scale : Bayesian approaches to overcome exploratory structural equation modeling (ESEM) limitations
Marsh, Herbert Warren, Fraser, Madeleine, Rakhimov, Arman, Ciarrochi, Joseph and Guo, Jiesi. (2023). The bifactor structure of the Self-Compassion Scale : Bayesian approaches to overcome exploratory structural equation modeling (ESEM) limitations. Psychological Assessment. 35(8), pp. 674-691. https://doi.org/10.1037/pas0001247
Too Much of a Good Thing Might Be Bad : the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps
Marsh, Herbert Warren, Pekrun, Reinhard Herrmann, Guo, Jiesi, Hattie, John and Karin, Eyal. (2023). Too Much of a Good Thing Might Be Bad : the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps. Educational Psychology Review. 35(2), pp. 1-45. https://doi.org/10.1007/s10648-023-09768-8
Essay 1.10 - Academic Self-Concept : A Central Motivational Construct
Basarkod, Geetanjali and Marsh, Herbert Warren. (2023). Essay 1.10 - Academic Self-Concept : A Central Motivational Construct. In In Bong, Mimi, Reeve, J. and Marsh, H. (Ed.). Motivation Science : Controversies and Insights pp. 59 Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0010
School leaders’ self-efficacy and job satisfaction over nine annual waves : A substantive-methodological synergy juxtaposing competing models of directional ordering
Marsh, Herbert W., Lüdtke, Oliver, Pekrun, Reinhard, Parker, Philip D., Murayama, K, Guo, Jiesi, Basarkod, Geetanjali, Dicke, Theresa, Donald, James and Morin, Alexandre J. S.. (2023). School leaders’ self-efficacy and job satisfaction over nine annual waves : A substantive-methodological synergy juxtaposing competing models of directional ordering. Contemporary Educational Psychology. 73, pp. 1-19. https://doi.org/10.1016/j.cedpsych.2023.102170
Essay 2.5 - Big-fish-little-pond effect : Universality of psychological comparison processes
Marsh, Herbert W. and Basarkod, Geetanjali. (2023). Essay 2.5 - Big-fish-little-pond effect : Universality of psychological comparison processes. In In Bong, Mimi, Reeve, Johnmarshall and Sung-il, Kim (Ed.). Motivation Science : Controversies and Insights pp. 100 - 107 Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0017
Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs : a multilevel randomized control intervention
Cheon, Sung Hyeon, Reeve, Johnmarshall and Marsh, Herbert Warren. (2023). Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs : a multilevel randomized control intervention. Journal of Sport and Exercise Psychology. 45(1), pp. 26-40. https://doi.org/10.1123/jsep.2021-0337
School socioeconomic status context and social adjustment in children
Parker, Philip David, Sanders, Taren Grant, Anders, Jake, Shure, Nikki, Jerrim, John, Noetel, Michael, Parker, Rhiannon B., Ciarrochi, Joseph and Marsh, Herbert Warren. (2023). School socioeconomic status context and social adjustment in children. Developmental Psychology. 59(1), pp. 15-29. https://doi.org/10.1037/dev0001463
A three-dimensional taxonomy of achievement emotions
Pekrun, Reinhard Herrmann, Marsh, Herbert Warren, Elliot, Andrew, Stockinger, Kristina, Perry, Raymond, Vogl, Elisabeth, Goetz, Thomas, Van Tilburg, Wijnand A. P., Ludtke, Oliver and Vispoel, Walter. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology. 124(1), pp. 145-178. https://doi.org/10.1037/pspp0000448
Mind and body in students' and teachers' engagement : New evidence, challenges, and guidelines for future research
Pekrun, Reinhard Herrmann. (2023). Mind and body in students' and teachers' engagement : New evidence, challenges, and guidelines for future research. British Journal of Educational Psychology. 93(S1), pp. 227-238. https://doi.org/10.1111/bjep.12575
Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions
Marsh, Herbert Warren, Reeve, Johnmarshall, Guo, Jiesi, Pekrun, Reinhard Herrmann, Parada, Roberto, Parker, Philip David, Basarkod, Geetanjali, Craven, Rhonda Gai, Jang, Hye-Ryen, Dicke, Theresa, Ciarrochi, Joseph, Sahdra, Baljinder Kaur, Devine, Emma and Cheon, Sung Hyeon. (2023). Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions. Perspectives on Psychological Science. 18(4), pp. 812-828. https://doi.org/10.1177/17456916221112919
Jingle-Jangle Fallacies in Motivation Science : Toward a Definition of Core Motivation
Pekrun, Reinhard Herrmann. (2023). Jingle-Jangle Fallacies in Motivation Science : Toward a Definition of Core Motivation. In Motivation Science: Controversies and Insights pp. 52-58 Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0009
Dissecting the Elephant : Cognition, Emotion, and Motivation as Distinct but Intertwined Entities
Pekrun, Reinhard Herrmann. (2023). Dissecting the Elephant : Cognition, Emotion, and Motivation as Distinct but Intertwined Entities. In Motivation Science: Controversies and Insights pp. 227-231 Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0038
A Control-Value Approach to Affective Growth
Pekrun, Reinhard Herrmann. (2023). A Control-Value Approach to Affective Growth. In Motivation Science: Controversies and Insights pp. 328-334 Oxford University Press. https://doi.org/10.1093/oso/9780197662359.003.0055
Longitudinal reciprocal effects of agentic engagement and autonomy support : Between- and within-person perspectives
Jang, Hye-Ryen, Basarkod, Geetanjali, Reeve, Johnmarshall, Marsh, Herbert W., Cheon, Sung Hyeon and Guo, Jiesi. (2023). Longitudinal reciprocal effects of agentic engagement and autonomy support : Between- and within-person perspectives. Journal of Educational Psychology. 116(1), pp. 20-35. https://doi.org/10.1037/edu0000815
The Happy-Fish-Little-Pond Effect on enjoyment : Generalizability across multiple domains and countries
Basarkod, Geetanjali, Marsh, Herbert W., Guo, Jiesi, Parker, Philip D., Dicke, Theresa and Pekrun, Reinhard. (2023). The Happy-Fish-Little-Pond Effect on enjoyment : Generalizability across multiple domains and countries. Learning and Instruction. 85, p. Article 101733. https://doi.org/10.1016/j.learninstruc.2023.101733
The Big-Fish-Little-Pond Effect for reading self-beliefs : A cross-national exploration with PISA 2018
Basarkod, Geetanjali, Marsh, Herbert W., Guo, Jiesi, Dicke, Theresa, Xu, Kate and Parker, Philip D.. (2023). The Big-Fish-Little-Pond Effect for reading self-beliefs : A cross-national exploration with PISA 2018. Scientific Studies of Reading. 27(4), pp. 375-392. https://doi.org/10.1080/10888438.2023.2174028
Individualized teacher frame of reference and student self-concept within and between school subjects
Helm, Friederike, Wolff, Fabian, Möller, Jens, Zitzmann, Steffen, Marsh, Herbert W. and Dicke, Theresa. (2023). Individualized teacher frame of reference and student self-concept within and between school subjects. Journal of Educational Psychology. 115(2), pp. 309-329. https://doi.org/10.1037/edu0000737
Self-regulated and externally regulated learning in adolescence : Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement
Bardach, Lisa, Yanagida, Takuya, Goetz, Thomas, Jach, Hayley and Pekrun, Reinhard. (2023). Self-regulated and externally regulated learning in adolescence : Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement. Developmental Psychology. 50(7), pp. 1327-1345. https://doi.org/10.1037/dev0001537
Emotions and motivation in mathematics education : Where we are today and where we need to go
Schukajlow, S., Rakoczy, K. and Pekrun, R.. (2023). Emotions and motivation in mathematics education : Where we are today and where we need to go. ZDM Mathematics Education. 55(2), pp. 249-267. https://doi.org/10.1007/s11858-022-01463-2
Extending the reciprocal effects model of math self-concept and achievement : Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations
Marsh, Herbert W.. (2023). Extending the reciprocal effects model of math self-concept and achievement : Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations. Journal of Educational Psychology. 115(2), pp. 193-211. https://doi.org/10.1037/edu0000750
The dynamic experience of taking an examination : Ever changing cortisol and expectancy for success
Graham, Matthew C., Husman, Jenefer, Pekrun, Reinhard, Villanueva, Idalis and Christensen, Darcie. (2023). The dynamic experience of taking an examination : Ever changing cortisol and expectancy for success. British Journal of Educational Psychology. 93(Suppl. 1), pp. 195-210. https://doi.org/10.1111/bjep.12521
The roles of social–emotional skills in students’ academic and life success : A multi-informant and multicohort perspective
Guo, Jiesi, Tang, Xin, Herbert W. Marsh, Parker, Philip, Basarkod, Geetanjali, Sahdra, Baljinder, Ranta, Mette and Salmela-Aro, Katariina. (2023). The roles of social–emotional skills in students’ academic and life success : A multi-informant and multicohort perspective. Journal of Personality and Social Psychology. 124(5), pp. 1079-1110. https://doi.org/10.1037/pspp0000426
School principals' mental health and well-being under threat : A OA longitudinal analysis of workplace demands, resources, burnout, and well-being
Marsh, Herbert W., Dicke, Theresa, Riley, Phil, Parker, Philip D., Guo, Jiesi, Basarkod, Geetanjali and Martin, Andrew J.. (2023). School principals' mental health and well-being under threat : A OA longitudinal analysis of workplace demands, resources, burnout, and well-being. Applied Psychology: Health and Well-Being. 15(3), pp. 999-1027. https://doi.org/10.1111/aphw.12423
Our individual order of things directs how we think we feel
Goetz, Thomas, Gogol, Katarzyna, Pekrun, Reinhard, Lipnevich, Anastasiya A.., Becker, Eva S., Krannich, Maike and Sticca, Fabio. (2023). Our individual order of things directs how we think we feel. Cognition and Emotion. 37(5), pp. 990-996. https://doi.org/10.1080/02699931.2023.2214349
Mastery-approach goals : A large-scale cross-cultural analysis of antecedents and consequences
Guo, Jiesi, Hu, Xiang, Elliot, Andrew J., Marsh, Herbert W., Murayama, Kou, Basarkod, Geetanjali, Parker, Philip D. and Dicke, Theresa. (2023). Mastery-approach goals : A large-scale cross-cultural analysis of antecedents and consequences. Journal of Personality and Social Psychology. 125(2), pp. 397-420. https://doi.org/10.1037/pspp0000436
Disentangling the long-term compositional effects of school-average achievement and SES : A substantive-methodological synergy
Marsh, Herbert W., Pekrun, Reinhard, Dicke, Theresa, Guo, Jiesi, Parker, Philip D. and Basarkod, Geetanjali. (2023). Disentangling the long-term compositional effects of school-average achievement and SES : A substantive-methodological synergy. Educational Psychology Review. 35(3), p. Article 70. https://doi.org/10.1007/s10648-023-09726-4
Peer victimization : An integrative review and cross-national test of a tripartite model
Marsh, Herbert W., Guo, Jiesi, Parker, Philip D., Pekrun, Reinhard Herrmann, Basarkod, Geetanjali, Dicke, Theresa, Parada, Roberto H., Reeve, Johnmarshall, Craven, Rhonda, Ciarrochi, Joseph, Sahdra, Baljinder and Devine, Emma K.. (2023). Peer victimization : An integrative review and cross-national test of a tripartite model. Educational Psychology Review. 35, p. Article 46. https://doi.org/10.1007/s10648-023-09765-x
The dimensionality of reading self-concept : Examining its stability using local structural equation models
Basarkod, Geetanjali, Marsh, Herbert W., Sahdra, Baljinder K., Parker, Philip D., Guo, Jiesi, Dicke, Theresa and Lüdtke, Oliver. (2023). The dimensionality of reading self-concept : Examining its stability using local structural equation models. Assessment. 30(3), pp. 873-890. https://doi.org/10.1177/10731911211069675
Measuring emotions in mathematics : The Achievement Emotions Questionnaire—Mathematics (AEQ-M)
Bieleke, Maik, Goetz, Thomas, Yanagida, Takuya, Botes, Elouise, Frenzel, Anne C. and Pekrun, Reinhard. (2023). Measuring emotions in mathematics : The Achievement Emotions Questionnaire—Mathematics (AEQ-M). ZDM Mathematics Education. 55(2), pp. 269-284. https://doi.org/10.1007/s11858-022-01425-8
Cognitive-Behavioural Intervention for Test Anxiety : Could Teachers Deliver the STEPS Program and What Training Would They Require?
Putwain, David W., Pekrun, Reinhard Herrmann, Rainbird, Emma and Roberts, Christine. (2022). Cognitive-Behavioural Intervention for Test Anxiety : Could Teachers Deliver the STEPS Program and What Training Would They Require? In Handbook of Stress and Academic Anxiety : Psychological Processes and Interventions with Students and Teachers pp. 381-399 Springer International Publishing. https://doi.org/10.1007/978-3-031-12737-3_25
Development of achievement emotions
Pekrun, Reinhard Herrmann. (2022). Development of achievement emotions. In In Dukes, Daniel, Samson, Andrea C. and Walle, Eric A. (Ed.). The Oxford Handbook of Emotional Development pp. 446 Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198855903.013.36
Academic self-concept : A key construct for positive psychology
Basarkod, Geetanjali, Marsh, Herbert Warren, Dicke, Theresa, Guo, Jiesi and Parker, Philip David. (2022). Academic self-concept : A key construct for positive psychology. In Handbook of Positive Psychology in Schools: Supporting Process and Practice pp. 202-215 Routledge. https://doi.org/10.4324/9781003013778-15
Academic Emotions and Student Engagement
Pekrun, Reinhard Herrmann and Linnenbrink-Garcia, Lisa. (2022). Academic Emotions and Student Engagement. In In Christenson, Sandra L., Reschly, Amy L. and Wylie, Cathy (Ed.). Handbook of Research on Student Engagement : Second Edition pp. 109 Springer International Publishing. https://doi.org/10.1007/978-3-031-07853-8_6
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years : New Tripartite Models Juxtaposing Within- and Between-Person Perspectives
Marsh, Herbert Warren, Pekrun, Reinhard Herrmann and Lüdtke, Oliver. (2022). Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years : New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review. 34(4), pp. 2697-2744. https://doi.org/10.1007/s10648-022-09662-9
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school
Parker, Philip, Allen, Kelly-Ann, Parker, Rhiannon, Guo, Jiesi, Marsh, Herbert W., Basarkod, Geetanjali and Dicke, Theresa. (2022). School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school. Journal of Educational Psychology. 114(8), pp. 1881-1894. https://doi.org/10.1037/edu0000733
Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior
Cheon, Sung Hyeon, Reeve, Johnmarshall, Marsh, Herbert W. and Song, Yong-Gwan. (2022). Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior. Psychology of Sport and Exercise. 60, p. Article 102174. https://doi.org/10.1016/j.psychsport.2022.102174
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling
Talić, Irma, Scherer, Ronny, Marsh, Herbert W., Greiff, Samuel, Möller, Jens and Niepel, Christoph. (2022). Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling. Learning and Instruction. 81, p. Article 101594. https://doi.org/10.1016/j.learninstruc.2022.101594
Cognitive appraisals, achievement emotions, and students’ math achievement : A longitudinal analysis
Forsblom, Lara, Pekrun, Reinhard Herrmann, Loderer, Kristina and Peixoto, Francisco. (2022). Cognitive appraisals, achievement emotions, and students’ math achievement : A longitudinal analysis. Journal of Educational Psychology. 114(2), pp. 346-367. https://doi.org/10.1037/edu0000671
Relative age effects on academic achievement in the first ten years of formal schooling : A nationally representative longitudinal prospective study
Mavilidi, Myrto F., Marsh, Herbert W., Xu, Kate M., Parker, Philip D., Jansen, Pauline W. and Paas, Fred. (2022). Relative age effects on academic achievement in the first ten years of formal schooling : A nationally representative longitudinal prospective study. Journal of Educational Psychology. 114(2), pp. 308-325. https://doi.org/10.1037/edu0000681
Exploratory structural equation modeling in second language research : An applied example usng the dualistic moedl of passion
Alamer, Abdullah and Marsh, Herbert. (2022). Exploratory structural equation modeling in second language research : An applied example usng the dualistic moedl of passion. Studies in Second Language Acquisition. 44(5), pp. 1477-1500. https://doi.org/10.1017/S0272263121000863
High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests
Sahdra, Baljinder K., Ciarrochi, Joseph, Basarkod, Geetanjali, Dicke, Theresa, Guo, Jiesi, Parker, Philip D. and Marsh, Herbert W.. (2022). High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests. Journal of Educational Psychology. 114(3), pp. 622-636. https://doi.org/10.1037/edu0000667
Achievement emotions and elementary school children’s academic performance : Longitudinal models of developmental ordering
Lichtenfeld, Stephanie, Pekrun, Reinhard Herrmann, Marsh, Herbert Warren, Nett, Ulrike and Reiss, Kristina. (2022). Achievement emotions and elementary school children’s academic performance : Longitudinal models of developmental ordering. Journal of Educational Psychology. 115(4), pp. 552-570. https://doi.org/10.1037/edu0000748
School grades and students’ emotions : Longitudinal models of within-person reciprocal effects
Pekrun, Reinhard, Marsh, Herbert W., Suessenbach, Felix, Frenzel, Anne C. and Goetz, Thomas. (2022). School grades and students’ emotions : Longitudinal models of within-person reciprocal effects. Learning and Instruction. 83, p. Article 101626. https://doi.org/10.1016/j.learninstruc.2022.101626
Trajectories of academic self-concept during the elementary school years : A growth mixture analysis
Guay, Frédéric, Morin, Alexandre J. S., Ahn, Jiseul S., Bradet, Richard, Marsh, Herbert W. and Boivin, Michel. (2022). Trajectories of academic self-concept during the elementary school years : A growth mixture analysis. Learning and Individual Differences. 98, p. Article 102196. https://doi.org/10.1016/j.lindif.2022.102196
School autonomy policies lead to increases in principal autonomy and job satisfaction
Horwood, Marcus, Parker, Philip D., Marsh, Herbert W., Guo, Jiesi and Dicke, Theresa. (2022). School autonomy policies lead to increases in principal autonomy and job satisfaction. International Journal of Educational Research. 115, p. Article 102048. https://doi.org/10.1016/j.ijer.2022.102048
Flattening the COVID-19 curve : Emotions mediate the effects of a persuasive message on preventive action
Muis, Krista Renee, Sinatra, Gale M., Pekrun, Reinhard, Kendeou, Panayiota, Mason, Lucia, Jacobs, Neil G., Van Tilburg, Wijnand Adriaan, Orcutt, Ellen, Zaccoletti, Sonia and Losenno, Kelsey M.. (2022). Flattening the COVID-19 curve : Emotions mediate the effects of a persuasive message on preventive action. Frontiers in Psychology. 13, p. Article 1047241. https://doi.org/10.3389/fpsyg.2022.1047241
Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation
Fleischmann, Moritz, Hübner, Nicolas, Marsh, Herbert W., Guo, Jiesi, Trautwein, Ulrich and Nagengast, Benjamin. (2022). Which class matters? Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation. Journal of Educational Psychology. 114(1), pp. 127-143. https://doi.org/10.1037/edu0000491
Consumed by boredom : Food choice motivation and weight changes during the COVID-19 pandemic
van Tilburg, Wijnand A. P., Pekrun, Reinhard and Igou, Eric R.. (2022). Consumed by boredom : Food choice motivation and weight changes during the COVID-19 pandemic. Behavioral Sciences. 12(10), p. Article 366. https://doi.org/10.3390/bs12100366
The role of epistemic emotions in undergraduate students’ proof construction
Schubert, Sandra, Pekrun, Reinhard and Ufer, Stefan. (2022). The role of epistemic emotions in undergraduate students’ proof construction. ZDM Mathematics Education. 55(2), pp. 299-314. https://doi.org/10.1007/s11858-022-01413-y
Research on situated motivation and emotion : Progress and open problems
Pekrun, Reinhard Herrmann and Marsh, Herbert Warren. (2022). Research on situated motivation and emotion : Progress and open problems. Learning and Instruction. 81, pp. 1-8. https://doi.org/10.1016/j.learninstruc.2022.101664
Can Multiple Texts Prompt Causal Thinking ? The Role of Epistemic Emotions
Danielson, Robert W., Sinatra, Gale, Trevors, Gregory, Muis, Krista Renee, Pekrun, Reinhard Herrmann and Heddy, Benjamin. (2022). Can Multiple Texts Prompt Causal Thinking ? The Role of Epistemic Emotions. Journal of Experimental Education. pp. 1-15. https://doi.org/10.1080/00220973.2022.2107604
Ubiquitous emotional exhaustion in school principals : Stable trait, enduring autoregressive trend, or occasion-specific state?
Dicke, Theresa, Parker, Philip D., Guo, Jiesi, Basarkod, Geetanjali, Marsh, Herbert W., Deady, Mark, Harvey, Samuel and Riley, Philip. (2022). Ubiquitous emotional exhaustion in school principals : Stable trait, enduring autoregressive trend, or occasion-specific state? Journal of Educational Psychology. 114(2), pp. 426-441. https://doi.org/10.1037/edu0000582
The immigrant paradox and math self-concept : An SES-of-origin-country hypothesis
Basarkod, Geetanjali, Marsh, Herbert W., Parker, Phillip D., Dicke, Theresa and Guo, Jiesi. (2022). The immigrant paradox and math self-concept : An SES-of-origin-country hypothesis. Learning and Instruction. 77, p. Article 101539. https://doi.org/10.1016/j.learninstruc.2021.101539
Academic self-concept formation and peer-group contagion : Development of the big-fish-little-pond effect in primary-school classrooms and peer groups
Koivuhovi, Satu, Marsh, Herbert W., Dicke, Theresa, Sahdra, Baljinder, Guo, Jiesi, Parker, Philip D. and Vainikainen, Mari-Pauliina. (2022). Academic self-concept formation and peer-group contagion : Development of the big-fish-little-pond effect in primary-school classrooms and peer groups. Journal of Educational Psychology. 114(1), pp. 198-213. https://doi.org/10.1037/edu0000554
Relations of epistemic beliefs with motivation, achievement, and aspirations in science : Generalizability across 72 societies
Guo, Jiesi, Hu, Xiang, Marsh, Herbert W. and Pekrun, Reinhard. (2022). Relations of epistemic beliefs with motivation, achievement, and aspirations in science : Generalizability across 72 societies. Journal of Educational Psychology. 114(4), pp. 734-751. https://doi.org/10.1037/edu0000660
Epistemic emotions and metacognitive feelings
Vogl, Elisabeth, Pekrun, Reinhard Herrmann and Loderer, Kristina. (2021). Epistemic emotions and metacognitive feelings. In Trends and Prospects in Metacognition Research across the Life Span : A Tribute to Anastasia Efklides pp. 41-58 Springer International Publishing. https://doi.org/10.1007/978-3-030-51673-4_3
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson : An experience-sampling study
Niepel, Christoph, Marsh, Herbert W., Guo, Jiesi, Pekrun, Reinhard and Möller, Jens. (2021). Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson : An experience-sampling study. Journal of Educational Psychology. 114(6), pp. 1380-1393. https://doi.org/10.1037/edu0000716
A critical social justice issue of our time : Enabling police wellbeing
Craven, Rhonda, Marsh, Herbert W., Ryan, Richard M., Atkins, Paul W. B., Dicke, Theresa, Guo, Jiesi, Gallagher, Peter, Van Zanden, Brooke, Kennedy, Michael and Birch, Phillip. (2021). A critical social justice issue of our time : Enabling police wellbeing. In In Birch, Phillip, Kennedy, Michael and Kruger, Erin (Ed.). Australian policing : Critical Issues in 21st century police practice pp. 71-92 Routledge. https://doi.org/10.4324/9781003028918-7
Investigating the association between the big fish little pond effect and grading on a curve : A large-scale quasi-experimental study
Fleischmann, Moritz, Hübner, Nicolas, Marsh, Herbert W., Trautwein, Ulrich and Nagengast, Benjamin. (2021). Investigating the association between the big fish little pond effect and grading on a curve : A large-scale quasi-experimental study. International Journal of Educational Research. 110, p. Article 101853. https://doi.org/10.1016/j.ijer.2021.101853
The AEQ-S : A short version of the Achievement Emotions Questionnaire
Bieleke, Maik, Gogol, Katarzyna, Goetz, Thomas, Daniels, Lia and Pekrun, Reinhard. (2021). The AEQ-S : A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology. 65, p. 101940. https://doi.org/10.1016/j.cedpsych.2020.101940
Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement : Evidence from English early primary schools
Televantou, Ioulia, Marsh, Herbert W., Dicke, Theresa and Nicolaides, Christos. (2021). Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement : Evidence from English early primary schools. Learning and Instruction. 71, p. Article 101399. https://doi.org/10.1016/j.learninstruc.2020.101399
A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment
Parker, Patti C., Perry, Raymond P., Hamm, Jeremy M., Chipperfield, Judith G., Pekrun, Reinhard, Dryden, Robert P., Daniels, Lia M. and Tze, Virginia M. C.. (2021). A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment. International Journal of Educational Research. 108, p. Article 101772. https://doi.org/10.1016/j.ijer.2021.101772
Boredom makes me sick : Adolescents’ boredom trajectories and their health-related quality of life
Schwartze, Manuel M., Frenzel, Anne C., Goetz, Thomas, Pekrun, Reinhard, Reck, Corinna, Marx, Anton K. G. and Fiedler, Daniel. (2021). Boredom makes me sick : Adolescents’ boredom trajectories and their health-related quality of life. International Journal of Environmental Research and Public Health. 18(12), p. Article 6308. https://doi.org/10.3390/ijerph18126308
The baby and the bathwater : On the need for substantive–methodological synergy in organizational research
Hofmans, Joeri, Morin, Alexandre J. S., Breitsohl, Heiko, Ceulemans, Eva, Chénard-Poirier, Léandre Alexis, Driver, Charles C., Fernet, Claude, Gagné, Marylène, Gillet, Nicolas, González-Romá, Vicente, Grimm, Kevin J., Hamaker, Ellen L., Hau, Kit-Tai, Houle, Simon A., Howard, Joshua L., Kline, Rex B., Kuijpers, Evy, Leyens, Theresa, Litalien, David, ... Wille, Bart. (2021). The baby and the bathwater : On the need for substantive–methodological synergy in organizational research. Industrial and Organizational Psychology. 14(4), pp. 497-504. https://doi.org/10.1017/iop.2021.111
Burning passion, burning out : The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion
Horwood, Marcus, Marsh, Herbert W., Parker, Philip D., Riley, Philip, Guo, Jiesi and Dicke, Theresa. (2021). Burning passion, burning out : The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion. Journal of Educational Psychology. 113(8), pp. 1668-1688. https://doi.org/10.1037/edu0000664
Emotions in reading and learning from texts : Progress and open problems
Pekrun, Reinhard. (2021). Emotions in reading and learning from texts : Progress and open problems. Discourse Processes. 59(1-2), pp. 116-125. https://doi.org/10.1080/0163853X.2021.1938878
The role of achievement emotions in primary school mathematics : Control–value antecedents and achievement outcomes
Putwain, David W., Schmitz, Eva A., Wood, Peter and Pekrun, Reinhard. (2021). The role of achievement emotions in primary school mathematics : Control–value antecedents and achievement outcomes. British Journal of Educational Psychology. 91(1), pp. 347-367. https://doi.org/10.1111/bjep.12367
Getting along and feeling good : Reciprocal associations between student-teacher relationship quality and students’ emotions
Goetz, Thomas, Bieleke, Maik, Gogol, Katarzyna, van Tartwijk, Jan, Mainhard, Tim, Lipnevich, Anastasiya A. and Pekrun, Reinhard. (2021). Getting along and feeling good : Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction. 71, p. Article 101349. https://doi.org/10.1016/j.learninstruc.2020.101349
Activity achievement emotions and academic performance : A meta-analysis
Camacho-Morles, Jesús, Slemp, Gavin R., Pekrun, Reinhard, Loderer, Kristina, Hou, Hanchao and Oades, Lindsay G.. (2021). Activity achievement emotions and academic performance : A meta-analysis. Educational Psychology Review. pp. 1-45. https://doi.org/10.1007/s10648-020-09585-3
Ability stratification predicts the size of the big-fish-little-pond effect
Parker, Phil, Dicke, Theresa, Guo, Jiesi, Basarkod, Geetanjali and Marsh, Herb. (2021). Ability stratification predicts the size of the big-fish-little-pond effect. Educational Researcher. 50(6), pp. 334-344. https://doi.org/10.3102/0013189X20986176
Moderation of the big-fish-little-pond effect : Juxtaposition of evolutionary (darwinian-economic) and achievement motivation theory predictions based on a Delphi approach
Marsh, Herbert W., Xu, Kate M., Parker, Philip D., Hau, Kit-Tai, Pekrun, Reinhard, Elliot, Andrew, Guo, Jiesi, Dicke, Theresa and Basarkod, Geetanjali. (2021). Moderation of the big-fish-little-pond effect : Juxtaposition of evolutionary (darwinian-economic) and achievement motivation theory predictions based on a Delphi approach. Educational Psychology Review. 33(4), pp. 1353-1378. https://doi.org/10.1007/s10648-020-09583-5
Control-Value Theory and Students 
with Special Needs Achievement Emotion Disorders and Their Links to 
Behavioral Disorders and Academic Difficulties
Pekrun, Reinhard Herrmann and Loderer, Kristina. (2020). Control-Value Theory and Students 
with Special Needs Achievement Emotion Disorders and Their Links to 
Behavioral Disorders and Academic Difficulties. In Handbook of Educational Psychology and Students with Special Needs pp. 426 Routledge.
Emotions and learning from multiple representations and perspectives
Pekrun, Reinhard Herrmann and Loderer, Kristina. (2020). Emotions and learning from multiple representations and perspectives. In In Van Meter, Peggy, List, Alexandra, Lombardi, Doug and Kendeou, Panayiota (Ed.). Handbook of Learning from Multiple Representations and Perspectives pp. 373 Routledge. https://doi.org/https://doi.org/10.4324/9780429443961
The Well-Being Profile (WB-Pro) : Creating a theoretically based multidimensional measure of well- being to advance theory, research, policy, and practice
Marsh, Herbert W., Huppert, Felicia A., Donald, James N., Horwood, Marcus S. and Sahdra, Baljinder K.. (2020). The Well-Being Profile (WB-Pro) : Creating a theoretically based multidimensional measure of well- being to advance theory, research, policy, and practice. Psychological Assessment. 32(3), pp. 294-313. https://doi.org/10.1037/pas0000787
Commentary : Self-report is indispensable to assess students’ learning
Pekrun, Reinhard. (2020). Commentary : Self-report is indispensable to assess students’ learning. Frontline Learning Research. 8(3), pp. 185-193. https://doi.org/10.14786/flr.v8i3.637
Psychological comparison processes and self-concept in relation to five distinct frame-of-reference effects : Pan-human cross-cultural generalizability over 68 countries
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Pekrun, Reinhard and Basarkod, Geetanjali. (2020). Psychological comparison processes and self-concept in relation to five distinct frame-of-reference effects : Pan-human cross-cultural generalizability over 68 countries. European Journal of Personality. 34(2), pp. 180-202. https://doi.org/10.1002/per.2232
Understanding and measuring emotions in technology-rich learning environments
Lajoie, Susanne P., Pekrun, Reinhard, Azevedo, Roger and Leighton, Jacqueline P.. (2020). Understanding and measuring emotions in technology-rich learning environments. Learning and Instruction. 70, p. Article 101272. https://doi.org/10.1016/j.learninstruc.2019.101272
Who enjoys teaching, and when? Between- and within-person evidence on teachers’ appraisal-emotion links
Frenzel, Anne C., Fiedler, Daniel, Marx, Anton K. G., Reck, Corinna and Pekrun, Reinhard. (2020). Who enjoys teaching, and when? Between- and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology. 11, p. 1092. https://doi.org/10.3389/fpsyg.2020.01092
Test anxiety and physiological arousal : A systematic review and meta-analysis
Roos, Anna-Lena, Goetz, Thomas, Voracek, Martin, Krannich, Maike, Bieg, Madeleine, Jarrell, Amanda and Pekrun, Reinhard. (2020). Test anxiety and physiological arousal : A systematic review and meta-analysis. Educational Psychology Review. 33(2), pp. 579-618. https://doi.org/10.1007/s10648-020-09543-z
Promotion of mental health in young adults via mobile phone app : Study protocol of the ECoWeB (emotional competence for well-being in Young adults) cohort multiple randomised trials
Newbold, A., Warren, F. C., Taylor, R. S., Hulme, C., Burnett, S., Aas, B., Botella, C., Burkhardt, F., Ehring, T., Fontaine, J. R. J., Frost, M., Garcia-Palacios, A., Greimel, E., Hoessle, C., Hovasapian, A., Huyghe, V. E. I., Lochner, J., Molinari, G., Pekrun, R., ... Watkins, E. R.. (2020). Promotion of mental health in young adults via mobile phone app : Study protocol of the ECoWeB (emotional competence for well-being in Young adults) cohort multiple randomised trials. BMC Psychiatry. 20, p. 458. https://doi.org/10.1186/s12888-020-02857-w
Illusory gender-equality paradox, math self-concept, and frame-of-reference Effect : New integrative explanations for multiple paradoxes
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Basarkod, Geetanjali, Niepel, Christoph and Van Zanden, Brooke. (2020). Illusory gender-equality paradox, math self-concept, and frame-of-reference Effect : New integrative explanations for multiple paradoxes. Journal of Personality and Social Psychology. 121(1), pp. 168-183. https://doi.org/10.1037/pspp0000306
Excessive boredom among adolescents : A comparison between low and high achievers
Schwartze, Manuel M., Frenzel, Anne C., Goetz, Thomas, Marx, Anton K. G., Reck, Corinna, Pekrun, Reinhard and Fiedler, Daniel. (2020). Excessive boredom among adolescents : A comparison between low and high achievers. PLoS ONE. 15(11), p. e0241671. https://doi.org/10.1371/journal.pone.0241671
Control-value appraisals, achievement emotions, and foreign language performance : A latent interaction analysis
Shao, Kaiqi, Pekrun, Reinhard, Marsh, Herbert W. and Loderer, Kristina. (2020). Control-value appraisals, achievement emotions, and foreign language performance : A latent interaction analysis. Learning and Instruction. 69, p. Article 101356. https://doi.org/10.1016/j.learninstruc.2020.101356
Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach
Loderer, Kristina, Gentsch, Kornelia, Duffy, Melissa C., Zhu, Mingjing, Xie, Xiyao, Chavarría, Jason A., Vogl, Elisabeth, Soriano, Cristina, Scherer, Klaus R. and Pekrun, Reinhard. (2020). Are concepts of achievement-related emotions universal across cultures? A semantic profiling approach. Cognition and Emotion. 34(7), pp. 1480-1488. https://doi.org/10.1080/02699931.2020.1748577
Achievement emotions and academic achievement : Reciprocal relations and the moderating influence of academic buoyancy
Putwain, David W., Wood, Peter and Pekrun, Reinhard. (2020). Achievement emotions and academic achievement : Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. 114(1), pp. 108-126. https://doi.org/10.1037/edu0000637
A growth mindset lowers perceived cognitive load and improves learning : Integrating motivation to cognitive load
Xu, Kate M., Koorn, Petra, de Koning, Björn, Skuballa, Irene T., Lin, Lijia, Henderikx, Maartje, Marsh, Herbert W., Sweller, John and Paas, Fred. (2020). A growth mindset lowers perceived cognitive load and improves learning : Integrating motivation to cognitive load. Journal of Educational Psychology. 113(6), pp. 1177-1191. https://doi.org/10.1037/edu0000631
Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments
Melissa C. Duffy, Susanne P. Lajoie, Reinhard Pekrun and Kevin Lachapelle. (2020). Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments. Learning and Instruction. 70, pp. 1-13. https://doi.org/10.1016/j.learninstruc.2018.07.001
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Kristina Loderer, Reinhard Pekrun and James C. Lester. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction. 70(101162), pp. 1-15. https://doi.org/10.1016/j.learninstruc.2018.08.002
Surprised-curious-confused : Epistemic emotions and knowledge exploration
Vogl, Elisabeth, Pekrun, Reinhard, Murayama, Kou and Loderer, Kristina. (2020). Surprised-curious-confused : Epistemic emotions and knowledge exploration. Emotion. 20(4), pp. 625-641. https://doi.org/10.1037/emo0000578
Emotional Foundations of Game-Based Learning
Loderer, Kristina, Pekrun, Reinhard Herrmann and Plass, Jan. (2019). Emotional Foundations of Game-Based Learning. In In Plass, Jan L., Mayer, Richard E. and Homer, Bruce D. (Ed.). Handbook of Game-Based Learning pp. 111 MIT Press.
Achievement emotions : A control-value theory perspective
Pekrun, Reinhard Herrmann. (2019). Achievement emotions : A control-value theory perspective. In In Patulny, Roger, Bellocchi, Alberto, Olson, Rebecca, Khorana, Sukhmani, McKenzie, Jordan and Peterie, Michelle (Ed.). Emotions in Late Modernity pp. 142 Routledge.
The centrality of academic self-concept to motivation and learning
Marsh, Herbert W., Seaton, Marjorie, Dicke, Theresa, Parker, Philip D. and Horwood, Marcus S.. (2019). The centrality of academic self-concept to motivation and learning. In In Renninger, K. Ann and Hidi, Suzanne E. (Ed.). The Cambridge handbook of motivation and learning pp. 36-62 Cambridge University Press. https://doi.org/10.1017/9781316823279.004
The murky distinction between curiosity and interest : State of the art and future prospects
Pekrun, Reinhard. (2019). The murky distinction between curiosity and interest : State of the art and future prospects. Educational Psychology Review. 31(4), pp. 905-914. https://doi.org/10.1007/s10648-019-09512-1
Inquiry on emotions in higher education : Progress and open problems
Pekrun, Reinhard. (2019). Inquiry on emotions in higher education : Progress and open problems. Studies in Higher Education. 44(10), pp. 1806-1811. https://doi.org/10.1080/03075079.2019.1665335
Emotions in classroom language learning: What can we learn from achievement emotion research?
Kaiqi Shao, Reinhard Pekrun and Laura J. Nicholson. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System. 86, pp. 1-11. https://doi.org/10.1016/j.system.2019.102121
A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers
Marsh, Herbert W., Dicke, Theresa and Pfeiffer, Mathew. (2019). A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers. Contemporary Educational Psychology. 58, pp. 1 - 18. https://doi.org/10.1016/j.cedpsych.2019.01.011
Job satisfaction of teachers and their principals in relation to climate and student achievement
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip and Waldeyer, Julia. (2019). Job satisfaction of teachers and their principals in relation to climate and student achievement. Journal of Educational Psychology. 111(7), pp. 1 - 13. https://doi.org/10.1037/edu0000409
Value beliefs about math: a Bifactor-ESEM representation
Fadda, Daniela, Scalas, L. Francesca, Morin, Alexandre J. S., Marsh, Herbert W. and Gaspard, Hanna. (2019). Value beliefs about math: a Bifactor-ESEM representation. European Journal of Psychological Assessment. 35(3), pp. 1 - 10. https://doi.org/10.1027/1015-5759/a000513
The dimensional structure of students’ self-concept and interest in science depends on course composition
Jansen, Malte, Schroeders, Ulrich, Lüdtke, Oliver and Marsh, Herbert W.. (2019). The dimensional structure of students’ self-concept and interest in science depends on course composition. Learning and Instruction. 60, pp. 20 - 28. https://doi.org/10.1016/j.learninstruc.2018.11.001
The emotions of pretenure faculty: Implications for teaching and research success
Stupnisky, Robert H., Hall, Nathan C. and Pekrun, Reinhard. (2019). The emotions of pretenure faculty: Implications for teaching and research success. Review of Higher Education. 42(4), pp. 1489 - 1526. https://doi.org/10.1353/rhe.2019.0073
A systematic evaluation and comparison between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Dicke, Theresa, Lüdtke, Oliver and Diallo, Thierno M. O.. (2019). A systematic evaluation and comparison between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal. 26(4), pp. 529-556. https://doi.org/10.1080/10705511.2018.1554999
Countries, parental occupation, and girls' interest in science
Guo, Jiesi, Marsh, Herb, Parker, Philip D., Dicke, Theresa and Zanden, Brooke Van. (2019). Countries, parental occupation, and girls' interest in science. The Lancet. 393, pp. 6 - 8. https://doi.org/10.1016/S0140-6736(19)30210-7
Negative year in school effect: extending scope and strengthening causal claims
Parker, Philip D., Marsh, Herbert W., Thoemmes, Felix and Biddle, Nicholas. (2019). Negative year in school effect: extending scope and strengthening causal claims. Journal of Educational Psychology. 111(1), p. 118–130. https://doi.org/10.1037/edu0000270
Exploring the antecedents and consequences of epistemic emotions
Chevrier, Marianne, Muis, Krista R., Trevors, Gregory J., Pekrun, Reinhard and Sinatra, Gale M.. (2019). Exploring the antecedents and consequences of epistemic emotions. Learning and Instruction. 63, pp. 1 - 18. https://doi.org/10.1016/j.learninstruc.2019.05.006
Do positive illusions of control foster happiness?
Kaufmann, Martina, Goetz, Thomas, Lipnevich, Anastasiya A. and Pekrun, Reinhard. (2019). Do positive illusions of control foster happiness? Emotion. 19(6), pp. 1014 - 1022. https://doi.org/10.1037/emo0000499
Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success
Stupnisky, Robert H., Hall, Nathan C. and Pekrun, Reinhard. (2019). Faculty enjoyment, anxiety, and boredom for teaching and research: instrument development and testing predictors of success. Studies in Higher Education. 44(10), pp. 1712 - 1722. https://doi.org/10.1080/03075079.2019.1665308
Emotion regulation in achievement situations: An integrated model
Harley, Jason M., Pekrun, Reinhard, Taxer, Jamie L. and Gross, James J.. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist. 54(2), pp. 106 - 126. https://doi.org/10.1080/00461520.2019.1587297
Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach
Camacho-Morles, Jesus, Slemp, Gavin R., Oades, Lindsay G., Pekrun, Reinhard and Morrish, Lucy. (2019). Relative incidence and origins of achievement emotions in computer-based collaborative problem-solving: A control-value approach. Computers in Human Behavior. 98, pp. 41 - 49. https://doi.org/10.1016/j.chb.2019.03.035
The intersection of gender, social class, and cultural context: a meta-analysis
Parker, Philip D., Van Zanden, Brooke, Marsh, Herbert W., Owen, Katherine, Duineveld, Jasper J. and Noetel, Michael. (2019). The intersection of gender, social class, and cultural context: a meta-analysis. Educational Psychology Review. 31(3), pp. 1 - 32. https://doi.org/10.1007/s10648-019-09493-1
Young women face disadvantage to enrollment in university STEM coursework regardless of prior achievement and attitudes
Marsh, Herbert W., Van Zanden, Brooke, Parker, Philip D., Guo, Jiesi, Conigrave, James and Seaton, Marjorie. (2019). Young women face disadvantage to enrollment in university STEM coursework regardless of prior achievement and attitudes. American Educational Research Journal. 56(5), pp. 1 - 52. https://doi.org/10.3102/0002831218824111
Happy fish in little ponds: Testing a reference group model of achievement and emotion
Pekrun, Reinhard, Murayama, Kou, Marsh, Herbert W., Goetz, Thomas and Frenzel, Anne C.. (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotion. Journal of Personality and Social Psychology. 117(1), pp. 166 - 185. https://doi.org/10.1037/pspp0000230
Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
Putwain, David W., Nicholson, Laura J., Pekrun, Reinhard, Becker, Sandra and Symes, Wendy. (2019). Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis. Learning and Instruction. 60, pp. 117 - 125. https://doi.org/10.1016/j.learninstruc.2018.11.005
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies
Marsh, Herbert W., Pekrun, Reinhard, Parker, Philip D., Murayama, Kou, Guo, Jiesi, Dicke, Theresa and Arens, A. Katrin. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology. 111(2), pp. 331 - 353. https://doi.org/10.1037/edu0000281
Weiner’s Attribution Theory : Indispensable - But is it immune to crisis?
Pekrun, Reinhard and Marsh, Herbert W.. (2018). Weiner’s Attribution Theory : Indispensable - But is it immune to crisis? Motivation Science. 4(1), pp. 19-20. https://doi.org/10.1037/mot0000096
An attribution-based motivation treatment for low control students who are bored in online learning environments
Parker, Patti C., Perry, Raymond P., Chipperfield, Judith G., Hamm, Jeremy M. and Pekrun, Reinhard. (2018). An attribution-based motivation treatment for low control students who are bored in online learning environments. Motivation Science. 4(2), pp. 177-184. https://doi.org/10.1037/mot0000081
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D. and Dicke, Theresa. (2018). Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data. Learning and Instruction. 58, pp. 210 - 219. https://doi.org/10.1016/j.learninstruc.2018.07.007
Effects of achievement contexts on the meaning structure of emotion words
Gentsch, Kornelia, Loderer, Kristina, Soriano, Cristina, Fontaine, Johnny R. J., Eid, Michael, Pekrun, Reinhard and Scherer, Klaus R.. (2018). Effects of achievement contexts on the meaning structure of emotion words. Cognition and Emotion. 32(2), pp. 379 - 388. https://doi.org/10.1080/02699931.2017.1287668
An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years
Marsh, Herbert W., Pekrun, Reinhard, Murayama, Kou, Arens, A. Katrin, Parker, Philip D., Guo, Jiesi and Dicke, Theresa. (2018). An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology. 54(2), pp. 263 - 280. https://doi.org/10.1037/dev0000393
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups
Marsh, Herbert W., Guo, Jiesi, Parker, Philip D., Nagengast, Benjamin, Asparouhov, T., Muthen, Bengt and Dicke, Theresa. (2018). What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Psychological Methods. 23(3), pp. 524 - 545. https://doi.org/10.1037/met0000113
Paradoxical effects of perceived control on survival
Chipperfield, Judith G., Perry, Raymond P., Pekrun, Reinhard, Hamm, Jeremy M. and Lang, Frieder R.. (2018). Paradoxical effects of perceived control on survival. Journal of Gerontology Series B: Psychological Sciences and Social Sciences. 73(7), pp. 1166 - 1174. https://doi.org/10.1093/geronb/gbx002
Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment
Frenzel, Anne C., Becker-Kurz, Betty, Pekrun, Reinhard, Goetz, Thomas and Lüdtke, Oliver. (2018). Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment. Journal of Educational Psychology. 110(5), pp. 628 - 639. https://doi.org/10.1037/edu0000228
Psychometric validation of the Parental Bonding Instrument in a U.K. population–based sample: Role of gender and association with mental health in mid-late life
Xu, Man K., Morin, Alexandre J. S., Marsh, Herbert W., Richards, Marcus and Jones, Peter B.. (2018). Psychometric validation of the Parental Bonding Instrument in a U.K. population–based sample: Role of gender and association with mental health in mid-late life. Assessment. 25(6), pp. 716 - 728. https://doi.org/10.1177/1073191116660813
Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change
Muis, Krista Renee, Sinatra, Gale M., Pekrun, Reinhard, Winne, Philip H., Trevors, Gregory J., Losenno, Kelsey M. and Munzar, Brendan. (2018). Main and moderator effects of refutation on task value, epistemic emotions, and learning strategies during conceptual change. Contemporary Educational Psychology. 55, pp. 155 - 165. https://doi.org/10.1016/j.cedpsych.2018.10.001
Individually weighted-average models: Testing a taxonomic SEM approach across different multidimensional/global constructs because the weights "Don't make no nevermind"
Marsh, Herbert W. and Scalas, L. Francesca. (2018). Individually weighted-average models: Testing a taxonomic SEM approach across different multidimensional/global constructs because the weights "Don't make no nevermind". Structural Equation Modeling: A Multidisciplinary Journal. 25(1), pp. 137 - 159. https://doi.org/10.1080/10705511.2017.1370377
Inequity and excellence in academic performance: evidence from 27 countries
Parker, Philip D., Marsh, Herbert W., Jerrim, John P., Guo, Jiesi and Dicke, Theresa. (2018). Inequity and excellence in academic performance: evidence from 27 countries. American Educational Research Journal. 55(4), pp. 836 - 858. https://doi.org/10.3102/0002831218760213
Reciprocal relations between students' academic enjoyment, boredom, and achievement over time
Putwain, David W., Becker, Sandra, Symes, Wendy and Pekrun, Reinhard. (2018). Reciprocal relations between students' academic enjoyment, boredom, and achievement over time. Learning and Instruction. 54, pp. 73 - 81. https://doi.org/10.1016/j.learninstruc.2017.08.004
The Achievement Pride Scales (APS)
Buechner, Vanessa L., Pekrun, Reinhard and Lichtenfeld, Stephanie. (2018). The Achievement Pride Scales (APS). European Journal of Psychological Assessment. 34(3), pp. 181 - 192. https://doi.org/10.1027/1015-5759/a000325
Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis
Putwain, David W., Pekrun, Reinhard, Nicholson, Laura J., Symes, Wendy, Becker, Sandra and Marsh, Herbert W.. (2018). Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal. 55(6), pp. 1339 - 1368. https://doi.org/10.3102/0002831218786689
An information distortion model of social class differences in math self-concept, intrinsic value, and utility value
Parker, Philip D., Marsh, Herbert W., Guo, Jiesi, Anders, Jake, Shure, Nikki and Dicke, Theresa. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology. 110(3), pp. 445-463. https://doi.org/10.1037/edu0000215
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals
Dicke, Theresa, Marsh, Herbert W., Riley, Philip, Parker, Philip D., Guo, Jiesi and Horwood, Marcus. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: identifying psychosocial risk factors in a sample of school principals. Frontiers in Psychology. 9, pp. 1 - 17. https://doi.org/10.3389/fpsyg.2018.00584
Predicting university entry using machine-based models and solutions
Parker, Philip D., Jerrim, John, Chmielewski, Anna K. and Marsh, Herbert W.. (2018). Predicting university entry using machine-based models and solutions. In In I. Schoon and R. K. Silbereisen (Ed.). Pathways to adulthood: Educational opportunities, motivation and attainment in times of social change pp. 92 - 110 UCL Institute of Education Press, University College.
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects
Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Pekrun, Reinhard, Guo, Jiesi and Televantou, Ioulia. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology. 110(8), pp. 1112 - 1126. https://doi.org/10.1037/edu0000259
From single-sex to coed schools
Marsh, Herbert Warren, Owens, Lee, Marsh, Margaret and Smith, Ian. (2017). From single-sex to coed schools. In In Leder, Gilah and Sampson, Shirley (Ed.). Educating Girls : Practice and Research pp. 144 Routledge. https://doi.org/10.4324/9781315168395
Within-person analysis in educational psychology : Importance and illustrations
Murayama, Kou, Goetz, Thomas, Malmberg, Lars-Erik, Pekrun, Reinhard, Tanaka, Ayumi and Martin, Andrew J.. (2017). Within-person analysis in educational psychology : Importance and illustrations. In The role of competence and beliefs in teaching and learning pp. 71-87 The British Psychological Society. https://doi.org/10.53841/bpsmono.2017.cat2023.6
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions
Schukajlow, Stanislaw, Rakoczy, Katrin and Pekrun, Reinhard. (2017). Emotions and motivation in mathematics education: theoretical considerations and empirical contributions. ZDM: The International Journal on Mathematics Education. 49(3), pp. 307 - 322. https://doi.org/10.1007/s11858-017-0864-6
Achievement emotions
Pekrun, Reinhard. (2017). Achievement emotions. In In A. J. Elliot, C. S. Dweck and D. S. Yeager (Ed.). Handbook of competence and motivation: Theory and application pp. 251 - 271 Guilford Press.
Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Dicke, Theresa. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction. 49, pp. 81-91. https://doi.org/10.1016/j.learninstruc.2016.12.007
Math self-concept, grades, and achievement test scores : Long-term reciprocal effects across five waves and three achievement tracks
Arens, A. Katrin, Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Murayama, Kou and vom Hofe, Rudolf. (2017). Math self-concept, grades, and achievement test scores : Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology. 109(5), pp. 621-634. https://doi.org/10.1037/edu0000163
Why do children worry about their academic achievement? An expectancy-value perspective on elementary students¿ worries about their mathematics and reading performance
Lauermann, Fani, Eccles, J. S. and Pekrun, Reinhard. (2017). Why do children worry about their academic achievement? An expectancy-value perspective on elementary students¿ worries about their mathematics and reading performance. ZDM: The International Journal on Mathematics Education. 49(3), pp. 339 - 354. https://doi.org/10.1007/s11858-017-0832-1
Competence self-perceptions
Marsh, Herbert W., Martin, Andrew J., Yeung, Alexander Seeshing and Craven, Rhonda G.. (2017). Competence self-perceptions. In In Elliot, Andrew J., Dweck, Carol S. and Yeager, David S. (Ed.). Handbook of competence and motivation : Theory and application pp. 85-115 Guilford Press.
Music self-concept and self-esteem formation in adolescence: A comparison between individual and normative models of importance within a latent framework
Scalas, L. Francesca, Marsh, Herbert W., Vispoel, Walter, Morin, Alexandre J. S. and Wen, Zhonglin. (2017). Music self-concept and self-esteem formation in adolescence: A comparison between individual and normative models of importance within a latent framework. Psychology of Music. 45(6), pp. 763 - 780. https://doi.org/10.1177/0305735616672317
Measuring emotions during epistemic activities: the epistemically-related emotion scales
Pekrun, Reinhard, Vogl, Elisabeth, Muis, Krista R. and Sinatra, Gale M.. (2017). Measuring emotions during epistemic activities: the epistemically-related emotion scales. Cognition and Emotion. 31(6), pp. 1268 - 1276. https://doi.org/10.1080/02699931.2016.1204989
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Van Zanden, Brooke, Marsh, Herbert W., Seaton, Marjorie, Parker, Philip D., Guo, Jiesi and Duineveld, Jasper J.. (2017). How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes. Learning and Instruction. 47, pp. 25-32. https://doi.org/10.1016/j.learninstruc.2016.09.002
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
Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Dicke, Theresa, Pekrun, Reinhard, Murayama, K. and Lichtenfeld, Stephanie. (2017). 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. 109(3), pp. 425 - 438. https://doi.org/10.1037/edu0000144
The factor structure of the Values in Action Inventory of Strengths (VIA-IS) : An item-level exploratory structural equation modeling (ESEM) bifactor analysis
Ng, Vincent, Cao, Mengyang, Marsh, Herbert W., Tay, Louis and Seligman, Martin E. P.. (2017). The factor structure of the Values in Action Inventory of Strengths (VIA-IS) : An item-level exploratory structural equation modeling (ESEM) bifactor analysis. Psychological Assessment. 29(8), pp. 1053-1058. https://doi.org/10.1037/pas0000396
Exploring the relations between epistemic beliefs, emotions, and learning from texts
Trevors, Gregory J., Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M. and Muijselaar, Marloes M. L.. (2017). Exploring the relations between epistemic beliefs, emotions, and learning from texts. Contemporary Educational Psychology. 48, pp. 116 - 132. https://doi.org/10.1016/j.cedpsych.2016.10.001
Achievement emotions and academic performance : Longitudinal models of reciprocal effects
Pekrun, Reinhard, Lichtenfeld, Stephanie, Marsh, Herbert W., Murayama, Kou and Goetz, Thomas. (2017). Achievement emotions and academic performance : Longitudinal models of reciprocal effects. Child Development. 88(5), pp. 1653-1670. https://doi.org/10.1111/cdev.12704
Complementary variable- and person-centered approaches to the dimensionality of psychometric constructs: application to psychological wellbeing at work
Morin, Alexandre, Boudrias, J. S., Marsh, Herb, McInerney, Dennis, Dagenais-Desmarais, Véronique, Madore, Isabelle and Litalien, David. (2017). Complementary variable- and person-centered approaches to the dimensionality of psychometric constructs: application to psychological wellbeing at work. Journal of Business and Psychology. 32(4), pp. 395-419. https://doi.org/10.1007/s10869-016-9448-7
Emotions that matter to achievement : Student feelings about assessment
Vogl, Elisabeth and Pekrun, Reinhard. (2016). Emotions that matter to achievement : Student feelings about assessment. In In Brown, Gavin T. L. and Harris, Lois R. (Ed.). Handbook of human and social conditions in assessment pp. 111-128 Routledge.
The generalized internal/external frame of reference model : An extension to dimensional comparison theory
Möller, Jens, Müller-Kalthoff, Hanno, Helm, Friederike, Nagy, Nicole and Marsh, Herbert W.. (2016). The generalized internal/external frame of reference model : An extension to dimensional comparison theory. Frontline Learning Research. 4(2), pp. 1-11. https://doi.org/10.14786/flr.v4i2.169
Invariance testing across samples and time : Cohort-sequence analysis of perceived body composition
Marsh, Herbert W., Parker, Phillip D. and Morin, Alexandre J. S.. (2016). Invariance testing across samples and time : Cohort-sequence analysis of perceived body composition. In In Ntoumanis, Nikos and Myers, Nicholas D. (Ed.). An introduction to intermediate and advanced statistical analyses for sport and exercise scientists pp. 101-130 John Wiley & Sons Ltd.
To be bored or not to be bored: How task-related boredom influences creative performance
Haager, Julia S., Kuhbandner, Christof and Pekrun, Reinhard. (2016). To be bored or not to be bored: How task-related boredom influences creative performance. The Journal of Creative Behavior. 52(4), pp. 297 - 304. https://doi.org/10.1002/jocb.154
Using self-report to assess emotions in education
Pekrun, Reinhard. (2016). Using self-report to assess emotions in education. In In Zembylas, Michalinos and Schutz, Paul A. (Ed.). Methodological advances in research on emotion and education pp. 43-54 Springer. https://doi.org/10.1007/978-3-319-29049-2_4
Measurement Invariance of the Self-Description Questionnaire II in a Chinese sample
Leung, Kim Chau, Marsh, Herbert Warren, Craven, Rhonda Gai and Abduljabbar, Adel S.. (2016). Measurement Invariance of the Self-Description Questionnaire II in a Chinese sample. European Journal of Psychological Assessment. 32(2), pp. 128 - 139. https://doi.org/10.1027/1015-5759/a000242
Measuring teachers' enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES)
Frenzel, Anne C., Pekrun, Reinhard, Goetz, Thomas, Daniels, Lia M., Durksen, Tracy L., Becker-Kurz, Betty and Klassen, Robert M.. (2016). Measuring teachers' enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology. 46(July), pp. 148 - 163. https://doi.org/10.1016/j.cedpsych.2016.05.003
Further reflections on disentangling shape and level effects in person-centered analyses: An illustration exploring the dimensionality of psychological health
Morin, Alexandre J. S., Boudrias, Jean-Sébastien, Marsh, Herbert W., Madore, Isabelle and Desrumaux, Pascale. (2016). Further reflections on disentangling shape and level effects in person-centered analyses: An illustration exploring the dimensionality of psychological health. Structural Equation Modeling. 23(3), pp. 438-454. https://doi.org/10.1080/10705511.2015.1116077
How do you make me feel better? Social cognitive emotion regulation and the default mode network
Xie, Xiyao, Bratec, Satja Mulej, Schmid, Gabriele, Meng, Chun, Doll, Anselm, Wohlschläger, Afra, Finke, Kathrin, Förstl, Hans, Zimmer, Claus, Pekrun, Reinhard, Schilbach, Leonhard, Riedl, Valentin and Sorg, Christian. (2016). How do you make me feel better? Social cognitive emotion regulation and the default mode network. NeuroImage. 134(July), pp. 270 - 280. https://doi.org/10.1016/j.neuroimage.2016.04.015
Teachers' emotions and emotion management: integrating emotion regulation theory with emotional labor research
Lee, Mikyoung, Pekrun, Reinhard, Taxer, Jamie L., Schutz, Paul A., Vogl, Elisabeth and Xie, Xiyao. (2016). Teachers' emotions and emotion management: integrating emotion regulation theory with emotional labor research. Social Psychology of Education: an international journal. 19(4), pp. 843 - 863. https://doi.org/10.1007/s11218-016-9359-5
Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect
Trevors, Gregory J., Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M. and Winne, Philip H.. (2016). Identity and epistemic emotions during knowledge revision: A potential account for the backfire effect. Discourse Processes. 53(5-6), pp. 339 - 370. https://doi.org/10.1080/0163853X.2015.1136507
Adaptive motivation and emotion in education: Research and principles for instructional design
Linnenbrink-Garcia, Lisa, Patall, Erika A. and Pekrun, Reinhard. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences. 3(2), pp. 228 - 236. https://doi.org/10.1177/2372732216644450
The impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theory
Butz, Nikolaus T., Stupnisky, Robert H., Pekrun, Reinhard, Jensen, Jason L. and Harsell, Dana M.. (2016). The impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theory. Decision Sciences Journal of Innovative Education. 14(4), pp. 441 - 474. https://doi.org/10.1111/dsji.12110
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach
Goetz, Thomas, Sticca, Fabio, Pekrun, Reinhard, Murayama, Kou and Elliot, Andrew J.. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction. 41, pp. 115 - 125. https://doi.org/10.1016/j.learninstruc.2015.10.007
Breaking the double-edged sword of effort/trying hard : Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept
Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Guo, Jisei, Arens, A. Katrin and Murayama, Kou. (2016). Breaking the double-edged sword of effort/trying hard : Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology. 52(8), pp. 1273-1290. https://doi.org/10.1037/dev0000146
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert Warren, Craven, Rhonda G., Parker, Phil D., Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
New faculty members' emotions: A mixed-method study
Stupnisky, Robert H., Pekrun, Reinhard and Lichtenfeld, Stephanie. (2016). New faculty members' emotions: A mixed-method study. Studies in Higher Education. 41(7), pp. 1167 - 1188. https://doi.org/10.1080/03075079.2014.968546
Emotions that matter to achievement: Student feelings about assessment
Vogl, Elisabeth and Pekrun, Reinhard. (2016). Emotions that matter to achievement: Student feelings about assessment. In In G.T.L. Brown and L. R. Harris (Ed.). Handbook of human and social conditions in assessment pp. 111 - 128 Routledge.
The music self-perception inventory: Development of a short form
Morin, Alexandre J.S., Scalas, L. Francesca, Vispoel, Walter, Marsh, Herbert W. and Wen, Zhonglin. (2016). The music self-perception inventory: Development of a short form. Psychology of Music. https://doi.org/10.1177/0305735615592690
The quest for comparability: Studying the invariance of the teachers' sense of self-efficacy (TSES) measure across countries
Scherer, Ronny, Jansen, Malte, Nilsen, Trude, Areepattamannil, Shaljan and Marsh, Herbert Warren. (2016). The quest for comparability: Studying the invariance of the teachers' sense of self-efficacy (TSES) measure across countries. PLoS ONE. 11(3), pp. 1 - 29. https://doi.org/10.1371/journal.pone.0150829
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
Marsh, Herbert W., Craven, Rhonda, Parker, Phil, Parada, Roberto H., Guo, Jiesi, Dicke, Theresa and Abduljabbar, Adel S.. (2016). Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Developmental Psychology. 52(12), pp. 1994 - 2009. https://doi.org/10.1037/dev0000241
Academic emotions
Pekrun, Reinhard. (2016). Academic emotions. In Handbook of motivation at school pp. 120-144 Routledge.
Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement
Mooney, Janet, Seaton, Marjorie, Kaur, Gurvinder, Marsh, Herb and Yeung, Alex. (2016). Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2016.04.006
Cross-cultural generalizability of year in school effects: Negative effects of acceleration and positive effects of retention on academic self-concept
Marsh, Herbert W.. (2016). Cross-cultural generalizability of year in school effects: Negative effects of acceleration and positive effects of retention on academic self-concept. Journal of Educational Psychology. 108(2), pp. 256 - 273. https://doi.org/10.1037/edu0000059
Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes
Guo, Jiesi, Nagengast, Benjamin, Marsh, Herbert Warren, Kelava, Augustin, Gaspard, Hanna, Brandt, Holger, Cambria, Jenna, Flunger, Barbara, Dicke, Anna-Lena, Häfner, Isabelle, Brisson, Brigitte and Trautwein, Ulrich. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open. 2(1), pp. 1 - 20. https://doi.org/10.1177/2332858415626884
A bayesian approach for estimating multilevel latent contextual models
Zitzmann, Steffen, Ludtke, Oliver, Robitzsch, Alexander and Marsh, Herbert Warren. (2016). A bayesian approach for estimating multilevel latent contextual models. Structural Equation Modeling. 23(5), pp. 661 - 679. https://doi.org/10.1080/10705511.2016.1207179
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender
Arens, A. Katrin, Marsh, Herbert Warren, Craven, Rhonda Gai, Yeung, Alexander Seeshing, Randhawa, Eva and Hasselhorn, Marcus. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly. 36(3), pp. 391 - 403. https://doi.org/10.1016/j.ecresq.2015.12.024
Invariance testing across samples and time : Cohort-sequence analysis of perceived body composition
Marsh, Herbert W., Parker, Philip D. and Morin, Alexandre J.S.. (2016). Invariance testing across samples and time : Cohort-sequence analysis of perceived body composition. In In N. Ntoumanis and N. D. Myers (Ed.). An introduction to intermediate and advanced statistical analyses for sport and exercise scientists pp. 101-130 Wiley-Blackwell Publishing, Inc..
The paradoxical role of perceived control in late life health behavior
Chipperfield, Judith G., Perry, Raymond P., Pekrun, Reinhard, Barchfeld, Petra, Lang, Frieder R. and Hamm, Jeremy M.. (2016). The paradoxical role of perceived control in late life health behavior. PLoS ONE. 11(3), pp. 1 - 16. https://doi.org/10.1371/journal.pone.0148921
Testing the factor structure and measurement invariance across gender of the big five inventory through exploratory structural equation modeling
Chiorri, Carlo, Marsh, Herbert W., Ubbiali, Alessandro and Donati, Deborah. (2016). Testing the factor structure and measurement invariance across gender of the big five inventory through exploratory structural equation modeling. Journal of Personality Assessment. 98(1), pp. 88-99. https://doi.org/10.1080/00223891.2015.1035381
A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality
Morin, Alexandre, Arens, A. Katrin and Marsh, Herbert W.. (2016). A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural Equation Modeling. https://doi.org/10.1080/10705511.2014.961800
Affect influences feature binding in memory: Trading between richness and strength of memory representations
Spachtholz, Philipp, Kuhbandner, Christof and Pekrun, Reinhard. (2016). Affect influences feature binding in memory: Trading between richness and strength of memory representations. Emotion. 16(7), pp. 1067 - 1073. https://doi.org/10.1037/emo0000199
A multination study of socioeconomic inequality in expectations for progression to higher education
Parker, Philip D., Jerrim, John, Schoon, Ingrid and Marsh, Herbert W.. (2016). A multination study of socioeconomic inequality in expectations for progression to higher education. American Educational Research Journal. 53(1), pp. 6-32. https://doi.org/10.3102/0002831215621786
The big-fish–little-pond effect, competence self-perceptions, and relativity : Substantive advances and methodological innovation
Marsh, Herbert W. and Seaton, Marjorie. (2015). The big-fish–little-pond effect, competence self-perceptions, and relativity : Substantive advances and methodological innovation. In In Elliot, Andrew J. (Ed.). Advances in motivation science ; volume 2 pp. 127-184 Academic Press. https://doi.org/10.1016/bs.adms.2015.05.002
Contrast and assimilation effects of dimensional comparisons in five subjects : An extension of the I/E Model
Jansen, Malte, Schroeders, Ulrich, Ludtke, Oliver and Marsh, Herbert. (2015). Contrast and assimilation effects of dimensional comparisons in five subjects : An extension of the I/E Model. Journal of Educational Psychology. 107(4), pp. 1086 - 1101. https://doi.org/10.1037/edu0000021
The Big-Fish-Little-Pond Effect, competence self-perceptions, and relativity: Substantive advances and methodological innovation
Marsh, Herbert Warren and Seaton, Marjorie. (2015). The Big-Fish-Little-Pond Effect, competence self-perceptions, and relativity: Substantive advances and methodological innovation. In In A. J. Elliot (Ed.). Advances in motivation science pp. 127 - 184 Elsevier.
The internal/external frame of reference model of self-concept and achievement relations : Age-cohort and cross-cultural differences
Marsh, Herbert W., Abduljabbar, Adel Salah, Parker, Philip D., Morin, Alexandre J. S., Abdelfattah, Faisal, Nagengast, Benjamin, Möller, Jens and Abu-Hilal, Maher M.. (2015). The internal/external frame of reference model of self-concept and achievement relations : Age-cohort and cross-cultural differences. American Educational Research Journal. 52(1), pp. 168-202. https://doi.org/10.3102/0002831214549453
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry
Parker, Philip D., Bodkin-Andrews, Gawaian, Marsh, Herbert W., Jerrim, John and Schoon, Ingrid. (2015). Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry. Journal of Sociology. 51(4), pp. 1085-1102. https://doi.org/10.1177/1440783313498946
Tracking the elusive actual-ideal discrepancy model within latent subpopulations
Morin, Alexandre, Scalas, L. Francesca and Marsh, Herbert W.. (2015). Tracking the elusive actual-ideal discrepancy model within latent subpopulations. Journal of Individual Differences. 36(2), pp. 65 - 72. https://doi.org/10.1027/1614-0001/a000157
Dimensional Comparison Theory : Paradoxical relations between self-beliefs and achievements in multiple domains
Marsh, Herbert W., Lüdtke, Oliver, Nagengast, Benjamin, Trautwein, Ulrich, Abduljabbar, Adel Salah, Abdelfattah, Faisal and Jansen, Malte. (2015). Dimensional Comparison Theory : Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction. 35, pp. 16-32. https://doi.org/10.1016/j.learninstruc.2014.08.005
The reciprocal effects model revisited: Extending its reach to gifted students attending academically selective schools
Seaton, Marjorie, Marsh, Herbert W., Parker, Philip D., Craven, Rhonda G. and Yeung, Alexander S.. (2015). The reciprocal effects model revisited: Extending its reach to gifted students attending academically selective schools. Gifted Child Quarterly. 59(3), pp. 143 - 156. https://doi.org/10.1177/0016986215583870
Predictors and correlates of self-esteem in deaf athletes
Uchida, Wakaki, Marsh, Herbert W. and Hashimoto, Kimio. (2015). Predictors and correlates of self-esteem in deaf athletes. European Journal of Adapted Physical Activity. 8(1), pp. 21 - 30. https://doi.org/10.5507/euj.2015.002
The Big-Fish-Little-Pond Effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries
Marsh, Herbert W., Abduljabbar, Adel Salah, Morin, Alexandre, Parker, Philip, Abdelfattah, Faisal, Nagengast, Benjamin and Abu-Hilal, Maher. (2015). The Big-Fish-Little-Pond Effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. Journal of Educational Psychology. 107(1), pp. 258 - 271. https://doi.org/10.1037/a0037485
Disentangling shape from level effects in person-centered analyses : An illustration based on university teachers' multidimensional profiles of effectiveness
Morin, Alexandre and Marsh, Herbert. (2015). Disentangling shape from level effects in person-centered analyses : An illustration based on university teachers' multidimensional profiles of effectiveness. Structural Equation Modeling: A Multidisciplinary Journal. 22(1), pp. 39 - 59. https://doi.org/10.1080/10705511.2014.919825
Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective
Guo, Jiesi, Parker, Philip D., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Achievement, motivation, and educational choices : A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology. 51(8), pp. 1163-1176. https://doi.org/10.1037/a0039440
Students' emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach
Butz, Nikolaus T., Stupnisky, Robert H. and Pekrun, Reinhard. (2015). Students' emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology. 23(1), pp. 1 - 16. https://doi.org/10.3402/rlt.v23.26097
Teachers' commitment and psychological well-being : Implications of self-beliefs for teaching in Hong Kong
McInerney, Dennis M., Ganotice, Fraide A., King, Ronnel B., Morin, Alexandre J. S. and Marsh, Herbert W.. (2015). Teachers' commitment and psychological well-being : Implications of self-beliefs for teaching in Hong Kong. Educational Psychology. 35(8), pp. 926-945. https://doi.org/10.1080/01443410.2014.895801
Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study
Guo, Jiesi, Marsh, Herbert W., Morin, Alexandre J. S., Parker, Philip D. and Kaur, Gurvinder. (2015). Directionality of the associations of high school expectancy-value, aspirations, and attainment : A longitudinal study. American Educational Research Journal. 52(2), pp. 371-402. https://doi.org/10.3102/0002831214565786
The Achievement Emotions Questionnaire : Validation for pre-adolescent students
Peixoto, Francisco, Mata, Lourdes, Monteiro, Vera, Sanches, Cristina and Pekrun, Reinhard. (2015). The Achievement Emotions Questionnaire : Validation for pre-adolescent students. European Journal of Developmental Psychology. 12(4), pp. 472 - 481. https://doi.org/10.1080/17405629.2015.1040757
Physical self-concept changes in a selective sport high school : A longitudinal cohort-sequence analysis of the big-fish-little-pond effect
Marsh, Herbert W., Morin, Alexandre J. S. and Parker, Philip D.. (2015). Physical self-concept changes in a selective sport high school : A longitudinal cohort-sequence analysis of the big-fish-little-pond effect. Journal of Sport and Exercise Psychology. 37(2), pp. 150-163. https://doi.org/10.1123/jsep.2014-0224
Teaching this class drives me nuts! - Examining the person and context specificity of teacher emotions
Frenzel, Anne C., Becker-Kurz, Betty, Pekrun, Reinhard and Goetz, Thomas. (2015). Teaching this class drives me nuts! - Examining the person and context specificity of teacher emotions. PLoS ONE. 10(6), pp. 1 - 15. https://doi.org/10.1371/journal.pone.0129630
Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers
McInerney, Dennis M., Ganotice Jr, Fraide A., King, Ronnel B., Marsh, Herbert W. and Morin, Alexandre J. S.. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education. 52, pp. 11-23. https://doi.org/10.1016/j.tate.2015.08.004
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study
Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J. S. and Yeung, Alexander Seeshing. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study. Learning and Individual Differences. 37, pp. 161-168. https://doi.org/10.1016/j.lindif.2015.01.008
Validity of social, moral and emotional facets of Self-Description Questionnaire II
Leung, Kim, Marsh, Herbert, Yeung, Alexander and Abduljabbar, Adel. (2015). Validity of social, moral and emotional facets of Self-Description Questionnaire II. Journal of Experimental Education. 83(1), pp. 1 - 23. https://doi.org/10.1080/00220973.2013.876229
Differential binding of colors to objects in memory: Red and yellow stick better than blue and green
Kuhbandner, Christof, Spitzer, Bernhard, Lichtenfeld, Stephanie and Pekrun, Reinhard. (2015). Differential binding of colors to objects in memory: Red and yellow stick better than blue and green. Frontiers in Psychology. 6(231), pp. 1 - 11. https://doi.org/10.3389/fpsyg.2015.00231
If one goes up the other must come down : Examining ipsative relationships between math and English self-concept trajectories across high school
Parker, Philip D., Marsh, Herbert W., Morin, Alexandre J. S., Seaton, Marjorie and Van Zanden, Brooke. (2015). If one goes up the other must come down : Examining ipsative relationships between math and English self-concept trajectories across high school. British Journal of Educational Psychology. 85(2), pp. 172-191. https://doi.org/10.1111/bjep.12050
Profiles of dual commitment to the occupation and organization : Relations to well-being and turnover intentions
Morin, Alexandre J. S., Meyer, John P., McInerney, Dennis M., Marsh, Herbert W. and Ganotice Jr., Fraide A.. (2015). Profiles of dual commitment to the occupation and organization : Relations to well-being and turnover intentions. Asia Pacific Journal of Management. 32(3), pp. 717-744. https://doi.org/10.1007/s10490-015-9411-6
Self-concept: From unidimensional to multidimensional and beyond
Van Zanden, Brooke, Marsh, Herbert Warren, Seaton, Marjorie and Parker, Philip. (2015). Self-concept: From unidimensional to multidimensional and beyond. In In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences pp. 460 - 468 Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.25089-7
The next frontier - advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities
Tracey, Danielle, Craven, Rhonda G. and Marsh, Herb. (2015). The next frontier - advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities. In In R. G. Craven, A. J. S. Morin and D. Tracey, P. D. Parker and H. F. Zhong (Ed.). Inclusive education for students with intellectual disabilities pp. 211 - 227 Information Age Publishing, Inc..
The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning
Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M., Azevedo, Roger, Trevors, Gregory, Meier, Elisabeth and Heddy, Benjamin C.. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction. 39, pp. 168 - 183. https://doi.org/10.1016/j.learninstruc.2015.06.003
Internal/external frame of reference model
Marsh, Herbert W., Möller, Jens, Parker, Philip, Xu, Man K., Nagengast, Benjamin and Pekrun, Reinhard. (2015). Internal/external frame of reference model. In In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences pp. 425 - 432 Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26084-4
Phantom effects in school composition research : Consequences of failure to control biases due to measurement error in traditional multilevel models
Televantou, Ioulia, Marsh, Herbert, Kyriakides, Leonidas, Nagengast, Benjamin, Fletcher, John and Malmberg, Lars-Erik. (2015). Phantom effects in school composition research : Consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement: an international journal of research, policy and practice. 26(1), pp. 75 - 101. https://doi.org/10.1080/09243453.2013.871302
Academic self-concept and achievement
Kit-Tai, Hau and Marsh, Herbert Warren. (2015). Academic self-concept and achievement. In In J. D. Wright (Ed.). International encyclopedia of the social & behavioral sciences pp. 54 - 63 Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92153-6
Scientific reasoning and argumentation : Advancing an interdisciplinary research agenda in education
Fischer, Frank, Kollar, Ingo, Ufer, Stefan, Sodian, Beate, Hussmann, Heinrich, Pekrun, Reinhard, Neuhaus, Birgit, Dorner, Birgit, Pankofer, Sabine, Fischer, Martin, Strijbos, Jan-Willem, Heene, Moritz and Eberle, Julia. (2014). Scientific reasoning and argumentation : Advancing an interdisciplinary research agenda in education. Frontline Learning Research. 2(3), pp. 28-45. https://doi.org/10.14786/flr.v2i3.96
Dimensional comparison theory : An extension of the internal/external frame of reference effect on academic self-concept formation
Marsh, Herbert W., Kuyper, Hans, Seaton, Marjorie, Parker, Philip D., Morin, Alexandre J. S., Möller, Jens and Abduljabbar, Adel S.. (2014). Dimensional comparison theory : An extension of the internal/external frame of reference effect on academic self-concept formation. Contemporary Educational Psychology. 39(4), pp. 326-341. https://doi.org/10.1016/j.cedpsych.2014.08.003
Confusion can be beneficial for learning
D'Mello, Sidney, Lehman, Blair, Pekrun, Reinhard and Graesser, Art. (2014). Confusion can be beneficial for learning. Learning and Instruction. 29, pp. 153 - 170. https://doi.org/10.1016/j.learninstruc.2012.05.003
Using person-centred mixture models to better understand the Actual-Ideal Discrepancy model
Scalas, L. Francesca, Morin, Alexandre and Marsh, Herb. (2014). Using person-centred mixture models to better understand the Actual-Ideal Discrepancy model. Personality and Individual Differences. 60, pp. S46 - S46.
Doubly latent multilevel analyses of classroom climate: An illustration
Morin, Alexandre, Marsh, Herbert Warren, Nagengast, Benjamin and Scalas, L. Francesca. (2014). Doubly latent multilevel analyses of classroom climate: An illustration. Journal of Experimental Education. 82(2), pp. 143 - 167. https://doi.org/10.1080/00220973.2013.769412
Testing Measurement Invariance Across Spanish and English Versions of the Physical Self-Description Questionnaire : An Application of Exploratory Structural Equation Modeling
Tomas, I, Marsh, Herbert, Gonzalez-Roma, V, Valls, V and Nagengast, Benjamin. (2014). Testing Measurement Invariance Across Spanish and English Versions of the Physical Self-Description Questionnaire : An Application of Exploratory Structural Equation Modeling. Journal of Sport and Exercise Psychology. 36(2), pp. 179 - 188. https://doi.org/10.1123/jsep.2013-0070
Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis
Marsh, Herbert Warren, Morin, Alexandre J. S., Parker, Phillip David and Kaur, Gurvinder. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology. 10, pp. 85 - 110. https://doi.org/10.1146/annurev-clinpsy-032813-153700
Evaluating model fit with ordered categorical data within a measurement invariance framework : A comparison of estimators
Sass, Daniel, Schmitt, Thomas and Marsh, Herbert W.. (2014). Evaluating model fit with ordered categorical data within a measurement invariance framework : A comparison of estimators. Structural Equation Modeling: A Multidisciplinary Journal. 21(2), pp. 167 - 180. https://doi.org/10.1080/10705511.2014.882658
The Big-Fish-Little-Pond Effect in mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses
Marsh, Herbert, Abduljabbar, Adel, Parker, Philip D., Morin, Alexandre, Abdelfattah, F and Nagengast, Benjamin. (2014). The Big-Fish-Little-Pond Effect in mathematics: A cross-cultural comparison of U.S. and Saudi Arabian TIMSS responses. Journal of Cross-Cultural Psychology. 45(5), pp. 777 - 804. https://doi.org/10.1177/0022022113519858
Mathematics and science achievements predicted by self-concept and subject value among 8th grade Saudi students : Invariance across gender
Abu-Hilal, Maher, Abdelfattah, Faisal, Shumrani, Saleh, Dodeen, Hamzah, Abduljabber, Adel and Marsh, Herbert. (2014). Mathematics and science achievements predicted by self-concept and subject value among 8th grade Saudi students : Invariance across gender. International Perspectives in Psychology : Research, Practice, Consultation. 3(4), pp. 268 - 283. https://doi.org/10.1037/ipp0000022
Attribution-based treatment interventions in some achievement settings
Perry, Raymond P., Chipperfield, Judith G., Hladkyj, Steve, Pekrun, Reinhard and Hamm, Jeremy M.. (2014). Attribution-based treatment interventions in some achievement settings. Advances in Motivation and Achievement. 18, pp. 1 - 35. https://doi.org/10.1108/S0749-742320140000018000
Negative affect improves the quality of memories: Trading capacity for precision in sensory and working memory
Spachtholz, Philipp, Kuhbandner, Christof and Pekrun, Reinhard. (2014). Negative affect improves the quality of memories: Trading capacity for precision in sensory and working memory. Journal of Experimental Psychology. 143(4), pp. 1450 - 1456. https://doi.org/10.1037/xge0000012
Big-fish-little-pond social comparison and local dominance effects : Integrating new statistical models, methodology, design, theory and substantive implications
Marsh, Herbert, Kuyper, Hans, Morin, Alexandre, Parker, Philip D. and Seaton, Marjorie. (2014). Big-fish-little-pond social comparison and local dominance effects : Integrating new statistical models, methodology, design, theory and substantive implications. Learning and Instruction. 33, pp. 50 - 60. https://doi.org/10.1016/j.learninstruc.2014.04.002
Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments
Nagengast, Benjamin, Marsh, Herbert W., Chiorri, Carlo and Hau, Kit-Tai. (2014). Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments. Journal of Educational Psychology. 106(2), pp. 584 - 603. https://doi.org/10.1037/a0035615
Importance models of the physical self: Improved methodology supports a normative-cultural importance model but not the individual importance model
Scalas, L. Francesca, Morin, Alexandre, Marsh, Herbert and Nagengast, Benjamin. (2014). Importance models of the physical self: Improved methodology supports a normative-cultural importance model but not the individual importance model. European Journal of Social Psychology. 44(2), pp. 154 - 174. https://doi.org/10.1002/ejsp.2001
Using control-value theory to understand achievement emotions in medical education
Artino, Anthony R. and Pekrun, Reinhard. (2014). Using control-value theory to understand achievement emotions in medical education. Academic Medicine. 89(12), pp. 1696 - 1696. https://doi.org/10.1097/ACM.0000000000000536
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
Dicke, Theresa, Parker, Phillip David, Marsh, Herbert Warren, Kunter, Mareike, Schmeck, Annett and Leutner, Detlev. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology. 106(2), pp. 569 - 583. https://doi.org/10.1037/a0035504
Evaluating model fit with ordered categorical data within a measurement invariance framework : A comparison of estimators
Sass, Daniel, Schmitt, Thomas and Marsh, Herbert. (2014). Evaluating model fit with ordered categorical data within a measurement invariance framework : A comparison of estimators. Structural Equation Modeling: A Multidisciplinary Journal. 21(2), pp. 167 - 180. https://doi.org/10.1080/10705511.2014.882658
Overcoming fixed mindsets: The role of affect
Haager, Julia S., Kuhbandner, Christof and Pekrun, Reinhard. (2014). Overcoming fixed mindsets: The role of affect. Cognition and Emotion. 28(4), pp. 756 - 767. https://doi.org/10.1080/02699931.2013.851645
Interaction Effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches
Wen, Zhonglin, Marsh, Herbert, Hau, Kit-Tai, Wu, Yan, Liu, Hongyun and Morin, Alexandre. (2014). Interaction Effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches. Structural Equation Modeling: A Multidisciplinary Journal. 21(3), pp. 361 - 374. https://doi.org/10.1080/10705511.2014.915205
Types of boredom: An experience sampling approach
Goetz, Thomas, Frenzel, Anne C., Hall, Nathan C., Nett, Ulrike E., Pekrun, Reinhard and Lipnevich, Anastasiya A.. (2014). Types of boredom: An experience sampling approach. Motivation and Emotion. 38(3), pp. 401 - 419. https://doi.org/10.1007/s11031-013-9385-y
Memory suppression can help people "unlearn" behavioral responses-but only for nonemotional memories
Sakaki, Michiko, Kuhbandner, Christof, Mather, Mara and Pekrun, Reinhard. (2014). Memory suppression can help people "unlearn" behavioral responses-but only for nonemotional memories. Psychonomic Bulletin and Review. 21(1), pp. 136 - 141. https://doi.org/10.3758/s13423-013-0480-6
Why is support for Jamesian actual-ideal discrepancy model so elusive? A latent-variable approach
Scalas, L. Francesca, Marsh, Herbert W., Morin, Alexandre J. S. and Nagengast, Benjamin. (2014). Why is support for Jamesian actual-ideal discrepancy model so elusive? A latent-variable approach. Personality and Individual Differences. 69, pp. 62 - 68. https://doi.org/10.1016/j.paid.2014.05.010
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes
Parker, Philip David, Marsh, Herbert W., Ciarrochi, Joseph, Marshall, Sarah and Abduljabbar, Adel Salah. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology. 34(1), pp. 29-48. https://doi.org/10.1080/01443410.2013.797339
The power of anticipated feedback: Effects on students' achievement goals and achievement emotions
Pekrun, Reinhard, Cusack, Aisling, Murayama, Kou, Elliot, Andrew J. and Thomas, Kevin. (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning and Instruction. 29(February), pp. 115 - 124. https://doi.org/10.1016/j.learninstruc.2013.09.002
Boredom and academic achievement: Testing a model of reciprocal causation
Pekrun, Reinhard, Hall, Nathan C., Goetz, Thomas and Perry, Raymond P.. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology. 106(3), pp. 696 - 710. https://doi.org/10.1037/a0036006
Why item parcels are (almost) never appropriate : Two wrongs do not make a right-camouflaging misspecification with item parcels in CFA models
Marsh, Herbert, Ludtke, Oliver, Nagengast, Benjamin, Morin, Alexandre and Von Davier, Mattias. (2013). Why item parcels are (almost) never appropriate : Two wrongs do not make a right-camouflaging misspecification with item parcels in CFA models. Psychological Methods. https://doi.org/10.1037/a0032773
The internal/external frame of reference of academic self-concept : Extension to a foreign language and the role of language of instruction
Xu, Man, Marsh, Herbert, Hau, Kit-Tai, Ho, Irene T., Morin, Alexandre and Abduljabbar, Adel. (2013). The internal/external frame of reference of academic self-concept : Extension to a foreign language and the role of language of instruction. Journal of Educational Psychology. https://doi.org/10.1037/a0031333
Dimensional comparison theory
Moller, J. and Marsh, Herbert Warren. (2013). Dimensional comparison theory. Psychological review. 120(3), pp. 544 - 560. https://doi.org/10.1037/a0032459
A Comparison of Strategies for Forming Product indicators for Unequal Numbers of items in Structural Equation Models of Latent interactions
Wu, Yan, Wen, Zhonglin, Marsh, Herbert and Hau, Kittai. (2013). A Comparison of Strategies for Forming Product indicators for Unequal Numbers of items in Structural Equation Models of Latent interactions. Structural Equation Modeling: A Multidisciplinary Journal. https://doi.org/10.1080/10705511.2013.824772
Latent-Variable Approaches to the Jamesian Model of importance-Weighted Averages
Scalas, L, Marsh, Herbert, Nagengast, Benjamin and Morin, Alexandre. (2013). Latent-Variable Approaches to the Jamesian Model of importance-Weighted Averages. Personality and Social Psychology Bulletin. https://doi.org/10.1177/0146167212465321
Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages
Marsh, Herbert W., Vallerand, Robert, Lafreniere, M., Parker, Philip, Morin, Alexandre, Carbonneau, N., Jowett, S., Bureau, J., Fernet, Claude and Guay, Frederic. (2013). Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. Psychological Assessment. 25(3), pp. 796 - 809. https://doi.org/10.1037/a0032573
Measurement invariance of big-five factors over the life span : ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects
Marsh, Herbert, Nagengast, Benjamin and Morin, Alexandre. (2013). Measurement invariance of big-five factors over the life span : ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology. https://doi.org/10.1037/a0026913
Designing instructional Text in a Conversational Style: A Meta-analysis
Ginns, P., Martin, Andrew J. and Marsh, Herb. (2013). Designing instructional Text in a Conversational Style: A Meta-analysis. Educational Psychology Review. 25(4), pp. 445 - 472. https://doi.org/10.1007/s10648-013-9228-0
Moderation
Marsh, Herbert W., Hau, Kit-Tai, Wen, Zhonglin, Nagengast, Benjamin and Morin, Alexandre J. S.. (2013). Moderation. In In T. D. Little (Ed.). The Oxford handbook of quantitative methods: Vol. 2: Statistical Analysis pp. 361 - 386 Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199934898.013.0017
School life and adolescents' self-esteem trajectories
Morin, Alexandre, Maiano, Christophe, Marsh, Herbert, Nagengast, Benjamin and Janosz, Michel. (2013). School life and adolescents' self-esteem trajectories. Child Development. https://doi.org/10.1111/cdev.12089
Exploratory structural equation modeling
Morin, Alexandre J. S., Marsh, Herbert W. and Nagengast, Benjamin. (2013). Exploratory structural equation modeling. In In G. R. Hancock and R. O. Mueller (Ed.). Structural equation modeling: A second course pp. 395 - 436 Information Age Publishing, Inc..
Differential school contextual effects for math and English: integrating the big-fish-little-pond effect and the internal/external frame of reference
Parker, Philip D., Marsh, Herbert, Ludtke, Oliver and Trautwein, Ulrich. (2013). Differential school contextual effects for math and English: integrating the big-fish-little-pond effect and the internal/external frame of reference. Learning and Instruction. 23(1), pp. 78 - 89. https://doi.org/10.1016/j.learninstruc.2012.07.001
The influence of red on impression formation in a job application context
Maier, Markus A., Elliot, Andrew J., Lee, Borah, Lichtenfeld, Stephanie, Barchfeld, Petra and Pekrun, Reinhard. (2013). The influence of red on impression formation in a job application context. Motivation and Emotion. 37(3), pp. 389 - 401. https://doi.org/10.1007/s11031-012-9326-1
Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies
Murayama, Kou, Pekrun, Reinhard, Lichtenfeld, Stephanie and vom Hofe, Rudolf. (2013). Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development. 84(4), pp. 1475 - 1490. https://doi.org/10.1111/cdev.12036
Do girls really experience more anxiety in mathematics?
Goetz, Thomas, Bieg, Madeleine, Ludtke, Oliver, Pekrun, Reinhard and Hall, Nathan C.. (2013). Do girls really experience more anxiety in mathematics? Psychological Science. 24(10), pp. 2079 - 2087. https://doi.org/10.1177/0956797613486989
Measurement invariance of big-five factors over the life span : ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects
Marsh, Herbert, Nagengast, Benjamin and Morin, Alexandre. (2013). Measurement invariance of big-five factors over the life span : ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology. https://doi.org/10.1037/a0026913
Affective state influences retrieval-induced forgetting for integrated knowledge
Kuhbandner, Christof and Pekrun, Reinhard. (2013). Affective state influences retrieval-induced forgetting for integrated knowledge. PLoS ONE. 8(2), pp. 1 - 6. https://doi.org/10.1371/journal.pone.0056617
Joint effects of emotion and color on memory
Kuhbandner, Christof and Pekrun, Reinhard. (2013). Joint effects of emotion and color on memory. Emotion. 13(3), pp. 375 - 379. https://doi.org/10.1037/a0031821
The Big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference
Liem, Gregory Arief D., Marsh, Herbert W., Martin, Andrew J., McInerney, Dennis M. and Yeung, Alexander S.. (2013). The Big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference. American Educational Research Journal. 50(2), pp. 326 - 370. https://doi.org/10.3102/0002831212464511
Potent ways forward: New multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potential relations to traditional bullying constructs
Craven, Rhonda G., Marsh, Herbert W. and Parada, Roberto H.. (2013). Potent ways forward: New multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potential relations to traditional bullying constructs. In In S. Bauman, D. Cross and J. Walker (Ed.). Principles of cyberbullying research: Definitions, measures and methodology pp. 68 - 85 Routledge.
Effects of Single-Sex Schooling in the Final Years of High School : A Comparison of Analysis of Covariance and Propensity Score Matching
Nagengast, Benjamin, Marsh, Herbert and Hau, Kittai. (2013). Effects of Single-Sex Schooling in the Final Years of High School : A Comparison of Analysis of Covariance and Propensity Score Matching. Sex Roles. https://doi.org/10.1007/s11199-013-0261-8
Why item parcels are (Almost) never appropriate : Two wrongs do not make a right-camouflaging misspecification with item parcels in CFA models
Marsh, Herbert, Ludtke, Oliver, Nagengast, Benjamin, Morin, Alexandre and Von Davier, Mattias. (2013). Why item parcels are (Almost) never appropriate : Two wrongs do not make a right-camouflaging misspecification with item parcels in CFA models. Psychological Methods. https://doi.org/10.1037/a0032773
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success
Seaton, Marjorie, Parker, Philip, Marsh, Herbert W., Craven, Rhonda G. and Yeung, Alexander S.. (2013). The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology : An international journal of experimental educational psychology. 34(1), pp. 49 - 72. https://doi.org/10.1080/01443410.2013.825232
Doubly Latent Multilevel Analyses of Classroom Climate: An illustration
Morin, Alexandre, Marsh, Herbert W., Nagengast, Benjamin and Scalas, L. Francesca. (2013). Doubly Latent Multilevel Analyses of Classroom Climate: An illustration. Journal of Experimental Education. 82(2). https://doi.org/10.1080/00220973.2013.769412
Latent-Variable Approaches to the Jamesian Model of importance-Weighted Averages
Scalas, L, Marsh, Herbert, Nagengast, Benjamin and Morin, Alexandre. (2013). Latent-Variable Approaches to the Jamesian Model of importance-Weighted Averages. Personality and Social Psychology Bulletin. https://doi.org/10.1177/0146167212465321
Domain Specificity Between Peer Support and Self-Concept
Leung, Kim, Marsh, Herbert, Craven, Rhonda, Yeung, See and Abduljabbar, Adel. (2013). Domain Specificity Between Peer Support and Self-Concept. Journal of Early Adolescence. https://doi.org/10.1177/0272431611436130
Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: a comparison of arab and anglo-saxon countries
Marsh, Herbert W., Abduljabbar, Adel, Abu-Hilal, Maher, Morin, Alexandre, Abdelfattah, Faisal, Leung, Kim Chau, Xu, Man, Nagengast, Benjamin and Parker, Philip. (2013). Factorial, convergent, and discriminant validity of TIMSS math and science motivation measures: a comparison of arab and anglo-saxon countries. Journal of Educational Psychology. 105(1), pp. 108 - 128. https://doi.org/10.1037/a0029907
Personality traits moderate the big-fish-little-pond effect of academic self-concept
Jonkmann, Kathrin, Becker, Michael, Marsh, Herbert, Ludtke, Oliver and Trautwein, Ulrich. (2012). Personality traits moderate the big-fish-little-pond effect of academic self-concept. Learning and Individual Differences: journal of psychology and education. 22(6), pp. 736 - 746. https://doi.org/10.1016/j.lindif.2012.07.020
Big fish in little ponds aspire more: mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science
Nagengast, Benjamin and Marsh, Herbert. (2012). Big fish in little ponds aspire more: mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology. 104(4), pp. 1033 - 1053. https://doi.org/10.1037/a0027697
Teaching methods for modelling problems and students' task-specific enjoyment, value, interest and self-efficacy expectations
Schukajlow, Stanislaw, Leiss, Dominik, Pekrun, Reinhard, Blum, Werner, Muller, Marcel and Messner, Rudolf. (2012). Teaching methods for modelling problems and students' task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics. 79(2), pp. 215 - 237. https://doi.org/10.1007/s10649-011-9341-2
Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects
Marsh, Herbert, Ludtke, Oliver, Nagengast, Benjamin, Trautwein, Ulrich, Morin, Alexandre, Abduljabbar, Adel and Koller, Olaf. (2012). Classroom climate and contextual effects : conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist. 47(2), pp. 106 - 124. https://doi.org/10.1080/00461520.2012.670488
Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics
Frenzel, Anne C., Pekrun, Reinhard, Dicke, Anna-Lena and Goetz, Thomas. (2012). Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics. Developmental Psychology. 48(4), pp. 1069 - 1082. https://doi.org/10.1037/a0026895
Construct validity of self-concept in TiMSS's student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders
Abu-Hilal, M. M., Abdelfattah, F. A., Alshumrani, S. A., Abduljabbar, Adel S. and Marsh, Herb. (2012). Construct validity of self-concept in TiMSS's student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders. European Journal of Psychology of Education. 28(4), pp. 1201 - 1220. https://doi.org/10.1007/s10212-012-0162-1
Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes
Goetz, Thomas, Nett, Ulrike E., Martiny, Sarah E., Hall, Nathan C., Pekrun, Reinhard, Dettmers, Swantje and Trautwein, Ulrich. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences. 22(2), pp. 225 - 234. https://doi.org/10.1016/j.lindif.2011.04.006
Probing for the multiplicative term in modern expectancy-value theory: a latent interaction modeling study
Trautwein, Ulrich, Marsh, Herbert, Nagengast, Benjamin, Ludtke, Oliver, Nagy, Gabriel and Jonkmann, Kathrin. (2012). Probing for the multiplicative term in modern expectancy-value theory: a latent interaction modeling study. Journal of Educational Psychology. 104(3), pp. 763 - 777.
Academic motivation, self-concept, engagement, and performance in high school : Key processes from a longitudinal perspective
Green, Jasmine, Liem, Gregory, Martin, Andrew, Colmar, Susan, Marsh, Herbert and McInerney, Dennis. (2012). Academic motivation, self-concept, engagement, and performance in high school : Key processes from a longitudinal perspective. Journal of Adolescence. 35(5), pp. 1111 - 1122. https://doi.org/10.1016/j.adolescence.2012.02.016
Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)
Lichtenfeld, Stephanie, Pekrun, Reinhard, Stupnisky, Robert H., Reiss, Kristina and Murayama, Kou. (2012). Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES). Learning and Individual Differences. 22(2), pp. 190 - 201. https://doi.org/10.1016/j.lindif.2011.04.009
Fertile green: Green facilitates creative performance
Lichtenfeld, Stephanie, Elliot, Andrew J., Maier, Markus A. and Pekrun, Reinhard. (2012). Fertile green: Green facilitates creative performance. Personality and Social Psychology Bulletin. 38(6), pp. 784 - 797. https://doi.org/10.1177/0146167212436611
Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ)
Pekrun, Reinhard, Goetz, Thomas, Frenzel, Anne C., Barchfeld, Petra and Perry, Raymond P.. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology. 36(1), pp. 36 - 48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Academic self-concept and academic achievement: Relations and causal ordering
Marsh, Herb and Martin, Andrew J.. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology. 81(1), pp. 59 - 77. https://doi.org/10.1348/000709910X503501
The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world :the big-fish-little-pond-effect for PISA 2006
Nagengast, Benjamin and Marsh, Herbert. (2011). The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world :the big-fish-little-pond-effect for PISA 2006. Educational Psychology : An international journal of experimental educational psychology. 31(5), pp. 629 - 656. https://doi.org/10.1080/01443410.2011.586416
Read-out of emotional information from iconic memory: The longevity of threatening stimuli
Kuhbandner, Christof, Spitzer, Bernhard and Pekrun, Reinhard. (2011). Read-out of emotional information from iconic memory: The longevity of threatening stimuli. Psychological Science. 22(5), pp. 695 - 700. https://doi.org/10.1177/0956797611406445
Construct validity of the multidimensional structure of bullying and victimization :an application of exploratory structural equation modeling
Marsh, Herbert, Nagengast, Benjamin, Morin, Alexandre, Parada, Roberto, Craven, Rhonda and Hamilton, Linda. (2011). Construct validity of the multidimensional structure of bullying and victimization :an application of exploratory structural equation modeling. Journal of Educational Psychology. 103(3), pp. 701 - 732. https://doi.org/10.1037/a0024122
Gender differences in peer reviews of grant applications: A substantive-methodological synergy in support of the null hypothesis model
Marsh, Herbert W., Jayasinghe, Upali W. and Bond, Nigel W.. (2011). Gender differences in peer reviews of grant applications: A substantive-methodological synergy in support of the null hypothesis model. Journal of Informetrics. 5(1), pp. 167 - 180. https://doi.org/10.1016/j.joi.2010.10.004
Use of student ratings to benchmark universities :multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ)
Marsh, Herbert, Ginns, Paul, Morin, Alexandre, Nagengast, Benjamin and Martin, Andrew. (2011). Use of student ratings to benchmark universities :multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology. 103(3), pp. 733 - 748. https://doi.org/10.1037/a0024221
Students' emotions and academic engagement: Introduction to the special issue
Linnenbrink-Garcia, Lisa and Pekrun, Reinhard. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology. 36(1), pp. 1 - 3. https://doi.org/10.1016/j.cedpsych.2010.11.004
The Big Fish down under :Examining moderators of the 'big-fish-little-pond' effect for Australia's high achievers
Seaton, Marjorie, Marsh, Herbert, Yeung, See and Craven, Rhonda. (2011). The Big Fish down under :Examining moderators of the 'big-fish-little-pond' effect for Australia's high achievers. Australian Journal of Education. 55(2), pp. 93 - 114. https://doi.org/10.1177/000494411105500202
Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes
Dettmers, Swantje, Trautwein, Ulrich, Ludtke, Oliver, Goetz, Thomas, Frenzel, Anne C. and Pekrun, Reinhard. (2011). Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology. 36(1), pp. 25 - 35. https://doi.org/10.1016/j.cedpsych.2010.10.001
The longitudinal interplay of adolescents' self-esteem and body image :A conditional autoregressive latent trajectory analysis
Morin, Alexandre, Maiano, Christophe, Marsh, Herbert, Janosz, Michel and Nagengast, Benjamin. (2011). The longitudinal interplay of adolescents' self-esteem and body image :A conditional autoregressive latent trajectory analysis. Multivariate Behavioral Research. 46(2), pp. 157 - 201. https://doi.org/10.1080/00273171.2010.546731
General growth mixture analysis of adolescents' developmental trajectories of anxiety :The impact of untested invariance assumptions on substantive interpretations
Morin, Alexandre, Maiano, Christophe, Nagengast, Benjamin, Marsh, Herbert, Morizot, Julien and Janosz, Michel. (2011). General growth mixture analysis of adolescents' developmental trajectories of anxiety :The impact of untested invariance assumptions on substantive interpretations. Structural Equation Modeling: A Multidisciplinary Journal. 18(4), pp. 613 - 648. https://doi.org/10.1080/10705511.2011.607714
A 3 × 2 achievement goal model
Elliot, Andrew J., Murayama, Kou and Pekrun, Reinhard. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology. 103(3), pp. 632 - 648. https://doi.org/10.1037/a0023952
Methodological measurement fruitfulness of Exploratory Structural Equation Modeling (ESEM) :new approaches to key substantive issues in motivation and engagement
Marsh, Herbert, Liem, Gregory, Martin, Andrew, Morin, Alexandre and Nagengast, Benjamin. (2011). Methodological measurement fruitfulness of Exploratory Structural Equation Modeling (ESEM) :new approaches to key substantive issues in motivation and engagement. Journal of Psychoeducational Assessment. 29(4), pp. 322 - 346. https://doi.org/10.1177/0734282911406657
Teacher enthusiasm: Dimensionality and context specificity
Kunter, Marieke, Frenzel, Anne C., Nagy, Gabriel, Baumert, Jurgen and Pekrun, Reinhard. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology. 36(4), pp. 289 - 301. https://doi.org/10.1016/j.cedpsych.2011.07.001
The reciprocal internal/external frame of reference model :an integration of models of relations between academic achievement and self-concept
Moller, Jens, Retelsdorf, Jan, Koller, Olaf and Marsh, Herbert. (2011). The reciprocal internal/external frame of reference model :an integration of models of relations between academic achievement and self-concept. American Educational Research Journal. 48(6), pp. 1315 - 1346. https://doi.org/10.3102/0002831211419649
Always look on the broad side of life: Happiness increases the breadth of sensory memory
Kuhbandner, Christof, Lichtenfeld, Stephanie and Pekrun, Reinhard. (2011). Always look on the broad side of life: Happiness increases the breadth of sensory memory. Emotion. 11(4), pp. 958 - 964. https://doi.org/10.1037/a0024075
A 2 x 2 Taxonomy of Multilevel Latent Contextual Models :Accuracy-Bias Trade-Offs in Full and Partial Error Correction Models
Ludtke, Oliver, Marsh, Herbert, Robitzsch, Alexander and Trautwein, Ulrich. (2011). A 2 x 2 Taxonomy of Multilevel Latent Contextual Models :Accuracy-Bias Trade-Offs in Full and Partial Error Correction Models. Psychological Methods. 16(4), pp. 444 - 467. https://doi.org/10.1037/a0024376
Who took the "x" out of expectancy-value theory? :A psychological mystery, a substantive-methodological synergy, and a cross-national generalization
Nagengast, Benjamin, Marsh, Herbert, Scalas, L, Xu, Man, Hau, Kittai and Trautwein, Ulrich. (2011). Who took the "x" out of expectancy-value theory? :A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science. 22(8), pp. 1058 - 1066. https://doi.org/10.1177/0956797611415540
Assessing educational effectiveness: Policy implications from diverse areas of research
Marsh, Herb, Nagengast, Benjamin, Fletcher, John and Televantou, i. (2011). Assessing educational effectiveness: Policy implications from diverse areas of research. Fiscal Studies. 32(2), pp. 279 - 295. https://doi.org/10.1111/j.1475-5890.2011.00137.x
What happens to physical activity behavior, motivation, self-concept, and flow after completing school? : a longitudinal study
Martin, Andrew, Liem, Gregory, Coffey, Leandra, Martinez, Cintia, Parker, Philip D., Marsh, Herbert W. and Jackson, Susan. (2010). What happens to physical activity behavior, motivation, self-concept, and flow after completing school? : a longitudinal study. Journal of Applied Sport Psychology. 22(4), pp. 437 - 457. https://doi.org/10.1080/10413200.2010.495699
Long-term total negative effects of school-average ability on diverse educational outcomes : Direct and indirect effects of the big-fish-little-pond effect
Marsh, Herbert and O'Mara, Alison. (2010). Long-term total negative effects of school-average ability on diverse educational outcomes : Direct and indirect effects of the big-fish-little-pond effect. Zeitschrift fur Padagogische Psychologie. 24(1), pp. 51 - 72.
Introducing a short version of the physical self description questionnaire : New strategies, short-form evaluative criteria, and applications of factor analyses
Marsh, Herbert W., Martin, Andrew J. and Jackson, Susan. (2010). Introducing a short version of the physical self description questionnaire : New strategies, short-form evaluative criteria, and applications of factor analyses. Journal of Sport and Exercise Psychology. 32(4), pp. 438-482. https://doi.org/10.1123/jsep.32.4.438
Longitudinal modelling of academic buoyancy and motivation : do the '5Cs' hold up over time?
Martin, Andrew, Colmar, Susan, Davey, Louise and Marsh, Herbert. (2010). Longitudinal modelling of academic buoyancy and motivation : do the '5Cs' hold up over time? British Journal of Educational Psychology. 80(3), pp. 473 - 496. https://doi.org/10.1348/000709910X486376
Structural equation models of latent interactions: An appropriate standardized solution and its scale-free properties
Wen, Zhonglin, Marsh, Herbert W. and Hau, Kit-Tai. (2010). Structural equation models of latent interactions: An appropriate standardized solution and its scale-free properties. Structural Equation Modeling: A Multidisciplinary Journal. 17(1), pp. 1 - 22. https://doi.org/10.1080/10705510903438872
A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling
Marsh, Herbert, Ludtke, Oliver, Muthen, Bengt, Asparouhov, Tihomor, Morin, Alexandre, Trautwein, Ulrich and Nagengast, Benjamin. (2010). A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling. Psychological Assessment. 22(3), pp. 471 - 491. https://doi.org/10.1037/a0019227
intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Guay, Frederic, Chanal, Julien, Ratelle, Catherine, Marsh, Herbert, Larose, Simon and Boivin, Michel. (2010). intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology. 80(4), pp. 711 - 735. https://doi.org/10.1348/000709910X499084
Longitudinal modelling of academic buoyancy and motivation : Do the '5Cs' hold up over time?
Martin, Andrew, Colmar, Susan, Davey, Louise and Marsh, Herbert. (2010). Longitudinal modelling of academic buoyancy and motivation : Do the '5Cs' hold up over time? British Journal of Educational Psychology. 80(3), pp. 473 - 496. https://doi.org/10.1348/000709910X486376
Phantom Behavioral Assimilation Effects : Systematic Biases in Social Comparison Choice Studies
Marsh, Herbert, Seaton, Marjorie, Kuyper, Hans, Dumas, Floence, Huguet, Pascal, Regner, Isabelle, Buunk, Abraham, Monteil, Jean and Gibbons, Frederick. (2010). Phantom Behavioral Assimilation Effects : Systematic Biases in Social Comparison Choice Studies. Journal of Personality. 78(2), pp. 671 - 710. https://doi.org/10.1111/j.1467-6494.2010.00630.x
Longitudinal tests of competing factor structures for the rosenberg self-esteem scale: Traits, ephemeral artifacts, and stable response styles
Marsh, Herbert W., Scalas, L. Francesca and Nagengast, Benjamin. (2010). Longitudinal tests of competing factor structures for the rosenberg self-esteem scale: Traits, ephemeral artifacts, and stable response styles. Psychological Assessment. 22(2), pp. 366 - 381.
National student survey: Are differences between universities and courses reliable and meaningful?
Cheng, Jacqueline and Marsh, Herbert W.. (2010). National student survey: Are differences between universities and courses reliable and meaningful? Oxford Review of Education. 36(6), pp. 693 - 712. https://doi.org/10.1080/03054985.2010.491179
Self-concept in learning : Reciprocal effects model between academic self-concept and academic achievement [Reference]
Marsh, Herbert W. and Scalas, L. Francesca. (2010). Self-concept in learning : Reciprocal effects model between academic self-concept and academic achievement [Reference] Oxford, United Kingdom: Elsevier Science. https://doi.org/10.1016/B978-0-08-044894-7.00619-9
Stages of change in physical activity: A validation study in late adolescence
Parker, Philip D., Martin, Andrew, Martinez, Cintia, Marsh, Herbert and Jackson, Susan. (2010). Stages of change in physical activity: A validation study in late adolescence. Health Education & Behavior. 37(3), pp. 318 - 329. https://doi.org/10.1177/1090198109333281
Big-fish-little-pond effect: Generalizability and moderation - two sides of the same coin
Seaton, Marjorie, Marsh, Herbert W. and Craven, Rhonda G.. (2010). Big-fish-little-pond effect: Generalizability and moderation - two sides of the same coin. American Educational Research Journal. 47(2), pp. 390 - 433. https://doi.org/10.3102/0002831209350493
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Guay, Frederic, Chanal, Julien, Ratelle, Catherine, Marsh, Herbert, Larose, Simon and Boivin, Michel. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology. 80(4), pp. 711 - 735. https://doi.org/10.1348/000709910X499084
A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling
Marsh, Herbert, Ludtke, Oliver, Muthen, Bengt, Asparouhov, Tihomor, Morin, Alexandre, Trautwein, Ulrich and Nagengast, Benjamin. (2010). A New Look at the Big Five Factor Structure Through Exploratory Structural Equation Modeling. Psychological Assessment. 22(3), pp. 471 - 491. https://doi.org/10.1037/a0019227
Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors
Parker, Philip D., Martin, Andrew, Martinez, Cintia, Marsh, Herbert W. and Jackson, Susan. (2010). Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors. Measurement and Evaluation in Counseling and Development. 43(2), pp. 108 - 120. https://doi.org/10.1177/0748175610374582
Structural equation models of latent interactions: Clarification of orthogonalizing and double-mean-centering strategies
Lin, Guan-Chyun, Wen, Zhonglin, Marsh, Herbert W. and Lin, Huey-Shyan. (2010). Structural equation models of latent interactions: Clarification of orthogonalizing and double-mean-centering strategies. Structural Equation Modeling: A Multidisciplinary Journal. 17(3), pp. 374 - 391. https://doi.org/10.1080/10705511.2010.488999
Stages of change in physical activity: A validation study in late adolescence
Parker, Philip D., Martin, Andrew, Martinez, Cintia, Marsh, Herbert and Jackson, Susan. (2010). Stages of change in physical activity: A validation study in late adolescence. Health Education & Behavior. 37(3), pp. 318 - 329. https://doi.org/10.1177/1090198109333281
Clarifying the role of social comparison in the Big-Fish-Little-Pond Effect (BFLPE): An integrative Study
Huguet, Pascal E., Dumas, Florence, Marsh, Herbert Warren, Regner, Isabelle, Wheeler, Ladd S., Suls, Jerry M., Seaton, Marjorie and Nezlek, John. (2009). Clarifying the role of social comparison in the Big-Fish-Little-Pond Effect (BFLPE): An integrative Study. Journal of Personality and Social Psychology. 97(1), pp. 156 - 170. https://doi.org/10.1037/a0015558
Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept
Marsh, Herbert Warren, Ludtke, Oliver, Trautwein, Ulrich and Morin, Alexandre. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling: A Multidisciplinary Journal. 16(2), pp. 191 - 225. https://doi.org/10.1080/10705510902751010
Gender effects in the peer reviews of grant proposals: A comprehensive meta-analysis comparing traditional and multilevel approaches
Marsh, Herb, Bornmann, L., Mutz, R., Daniel, H-D and O'Mara, Alison J.. (2009). Gender effects in the peer reviews of grant proposals: A comprehensive meta-analysis comparing traditional and multilevel approaches. Review of Educational Research. 79(3), pp. 1290 - 1326. https://doi.org/10.3102/0034654309334143
Why fellowship? Peak professional bodies, peer recognition and credentialing in Australia
Trautwein, Ulrich, Ludtke, Oliver, Marsh, Herbert Warren and Nagy, Gabriel. (2009). Why fellowship? Peak professional bodies, peer recognition and credentialing in Australia. Journal of Educational Psychology. 101(4), pp. 853 - 866. https://doi.org/10.1037/a0016306
Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching
Marsh, Herbert Warren, Muthen, Bengt, Asparouhov, Tihomir, Ludtke, Oliver, Robitzsch, Alexander, Morin, Alexandre and Trautwein, Ulrich. (2009). Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching. Structural Equation Modeling: A Multidisciplinary Journal. 16(3), pp. 439 - 476. https://doi.org/10.1080/10705510903008220
Addressing the challenges faced by early adolescents: A mixed-method evaluation of the benefits of peer support
Ellis, Louise Anne, Marsh, Herbert Warren and Craven, Rhonda Gai. (2009). Addressing the challenges faced by early adolescents: A mixed-method evaluation of the benefits of peer support. American Journal of Community Psychology. 44(1-2), pp. 54 - 75. https://doi.org/10.1007/s10464-009-9251-y
Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error
Marsh, Herbert Warren, Ludtke, Oliver, Robitzsch, Alexander, Trautwein, Ulrich, Asparouhov, Tihomir, Muthen, Bengt and Nagengast, Benjamin. (2009). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research. 44(6), pp. 764 - 802. https://doi.org/10.1080/00273170903333665
Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges
Ginns, Paul, Marsh, Herbert Warren, Behnia, Masud, Cheng, Jaqueline H.S. and Scalas, L. Francesca. (2009). Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges. British Journal of Educational Psychology. 79(3), pp. 577 - 598. https://doi.org/10.1348/978185408X394347
Earning its place as a pan-human theory: Universality of the Big-Fish-Little-Pond Effect across 41 culturally and economically diverse countries
Seaton, Marjorie, Marsh, Herbert Warren and Craven, Rhonda Gai. (2009). Earning its place as a pan-human theory: Universality of the Big-Fish-Little-Pond Effect across 41 culturally and economically diverse countries. Journal of Educational Psychology. 101(2), pp. 403 - 419. https://doi.org/10.1037/a0013838
A meta-analytic path analysis of the internal/ external frame of reference model of academic achievement and academic self-concept
Moller, Jens, Pohlmann, Britta, Koller, Olaf and Marsh, Herbert Warren. (2009). A meta-analytic path analysis of the internal/ external frame of reference model of academic achievement and academic self-concept. Review of Educational Research. 79(3), pp. 1129 - 1167. https://doi.org/10.3102/0034654309337522
Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs
Martin, Andrew J. and Marsh, Herbert Warren. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education. 35(3), pp. 353 - 370. https://doi.org/10.1080/03054980902934639
Performance and mastery orientation of high school and university/college students: A rasch perspective
Martin, Andrew J., Marsh, Herbert Warren, Debus, Raymond L. and Malmberg, Lars-Erik. (2008). Performance and mastery orientation of high school and university/college students: A rasch perspective. Educational and Psychological Measurement. 68(3), pp. 464 - 487. https://doi.org/10.1177/0013164407308478
Academic buoyancy: Towards an understanding of students' everyday academic resilience
Martin, Andrew J. and Marsh, Herbert Warren. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology. 46(1), pp. 53 - 83. https://doi.org/10.1016/j.jsp.2007.01.002
The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools
Parada, Roberto H., Craven, Rhonda Gai and Marsh, Herbert Warren. (2008). The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools. In In H.W. Marsh, R.G. Craven and D.M. McInerney (Ed.). Self-Processes, learning, and enabling human potential: Dynamic new approaches pp. 373 - 400 Information Age Publishing.
The Work Tasks Motivation Scale for Teachers (WTMST)
Fernet, Claude, Senecal, Caroline, Guay, Frederic, Marsh, Herbert Warren and Dowson, Martin. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment. 16(2), pp. 256 - 279. https://doi.org/10.1177/1069072707305764
In search of the big fish: Investigating the coexistence of the big-fish-little-pond effect with the positive effects of upward comparisons
Seaton, Marjorie, Marsh, Herb, Dumas, F., Huguet, P., Monteil, J. M., Regner, I., Blanton, H., Buunk, A. P., Gibbons, F. X., Kuyper, H., Suls, J. and Wheeler, L.. (2008). In search of the big fish: Investigating the coexistence of the big-fish-little-pond effect with the positive effects of upward comparisons. British Journal of Social Psychology. 47(1), pp. 73 - 103. https://doi.org/10.1348/014466607X202309
Causal modeling of self-concept, job satisfaction, and retention of nurses
Cowin, Leanne S., Johnson, Maree, Craven, Rhonda Gai and Marsh, Herbert Warren. (2008). Causal modeling of self-concept, job satisfaction, and retention of nurses. International Journal of Nursing Studies. 45(10), pp. 1449 - 1459. https://doi.org/10.1016/j.ijnurstu.2007.10.009
East meets West: An examination of the Big-Fish-Little-Pond Effect in Western and non-Western countries
Seaton, Marjorie, Craven, Rhonda Gai and Marsh, Herbert Warren. (2008). East meets West: An examination of the Big-Fish-Little-Pond Effect in Western and non-Western countries. In In H.W. Marsh, R.G. Craven and D.M. McInerney (Ed.). Self-Processes, learning, and enabling human potential: Dynamic new approaches pp. 353 - 372 Information Age Publishing.
A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?
Marsh, Herbert Warren, Martin, Andrew J. and Cheng, Jacqueline H.. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology. 100(1), pp. 78 - 95. https://doi.org/10.1037/0022-0663.100.1.78
Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students
Martin, Andrew J. and Marsh, Herbert Warren. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment. 26(2), pp. 168 - 184. https://doi.org/10.1177/0734282907313767
The elusive importance effect: More failure for the Jamesian perspective on the importance of importance in shaping self-esteem
Marsh, Herbert Warren. (2008). The elusive importance effect: More failure for the Jamesian perspective on the importance of importance in shaping self-esteem. Journal of Personality. 76(5), pp. 1081 - 1122. https://doi.org/10.1111/j.1467-6494.2008.00514.x
Validating young children's self-concept responses: Methodological ways and means to understand their responses
Marsh, Herbert Warren, Debus, Raymond and Bornholt, Laurel J.. (2008). Validating young children's self-concept responses: Methodological ways and means to understand their responses. In In D.M. Teti (Ed.). Handbook of research methods in developmental science pp. 138 - 160 John Wiley & Sons. https://doi.org/10.1002/9780470756676.ch8
One fish fits all? The Big-Fish-Little-Pond Effect and individual differences in learning
Seaton, Marjorie, Marsh, Herbert Warren and Craven, Rhonda Gai. (2008). One fish fits all? The Big-Fish-Little-Pond Effect and individual differences in learning. Annual Conference of the Australian Association for Research in Education (AARE). Australia: Australian Association for Research in Education. pp. 1 - 19
Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: Reciprocal or unidirectional effects?
Guay, Frederic, Marsh, Herbert Warren, Senecal, Caroline and Dowson, Martin. (2008). Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: Reciprocal or unidirectional effects? British Journal of Educational Psychology. 78(4), pp. 621 - 637. https://doi.org/10.1348/000709908X280971
The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research
Marsh, Herbert Warren, Seaton, Marjorie, Trautwein, Ulrich, Ludtke, Oliver, Hau, K. T., O'Mara, Alison J. and Craven, Rhonda Gai. (2008). The Big-Fish-Little-Pond-Effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review. 20(3), pp. 319 - 350. https://doi.org/10.1007/s10648-008-9075-6
A stronger latent-variable methodology to actual-ideal discrepancy
Scalas, L. Francesca and Marsh, Herbert Warren. (2008). A stronger latent-variable methodology to actual-ideal discrepancy. European Journal of Personality. 22(7), pp. 629 - 654. https://doi.org/10.1002/per.694
The Multilevel Latent Covariate Model: A new, more reliable approach to group-level effects in contextual studies
Ludtke, Oliver, Marsh, Herbert Warren, Robitzsch, Alexander, Trautwein, Ulrich, Asparouhov, Tihomir and Muthen, Bengt. (2008). The Multilevel Latent Covariate Model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods. 13(3), pp. 203 - 229. https://doi.org/10.1037/a0012869
One fish fits all? The big-fish-little-pond effect and individual differences in learning
Seaton, Marjorie, Marsh, Herbert W. and Craven, Rhonda G.. (2008). One fish fits all? The big-fish-little-pond effect and individual differences in learning. Australian Association for Research in Education. Australia: Australian Association for Research in Education. pp. 1 - 19
Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction
Parker, Philip D., Martin, Andrew J. and Marsh, Herbert Warren. (2008). Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction. Australian Journal of Guidance and Counselling. 18(1), pp. 15 - 29. https://doi.org/10.1375/ajgc.18.1.15
Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept
Marsh, Herbert Warren and O'Mara, Alison J.. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin. 34(4), pp. 542 - 552. https://doi.org/10.1177/0146167207312313
Social comparison and Big-Fish-Little-Pond Effects on self-concept and other self-belief constructs: Role of generalized and specific others
Marsh, Herbert Warren, Trautwein, Ulrich, Ludtke, Oliver and Koller, Olaf. (2008). Social comparison and Big-Fish-Little-Pond Effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology. 100(3), pp. 510 - 524. https://doi.org/10.1037/0022-0663.100.3.510
Improving the peer-review process for grant applications: Reliability, validity, bias, and generalizability
Marsh, Herbert Warren, Jayasinghe, Upali W. and Bond, Nigel W.. (2008). Improving the peer-review process for grant applications: Reliability, validity, bias, and generalizability. American Psychologist. 63(3), pp. 160 - 168. https://doi.org/10.1037/0003-066X.63.3.160
Getting along with teachers and parents: The yields of good relationships for students' achievement motivation and self-esteem
Martin, Andrew J., Marsh, Herbert Warren, McInerney, Dennis M., Green, Jasmine and Dowson, Martin. (2007). Getting along with teachers and parents: The yields of good relationships for students' achievement motivation and self-esteem. Australian Journal of Guidance and Counselling. 17(2), pp. 109 - 125. https://doi.org/10.1375/ajgc.17.2.109
Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies
Marsh, Herb and Hau, Kit Tai. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology. 32(1), pp. 151 - 170. https://doi.org/10.1016/j.cedpsych.2006.10.008
Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children: Cultural differences in the value of moderation.
Marsh, Herb, Hau, Kit Tai, Sung, R. Y. T. and Yu, C. W.. (2007). Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children: Cultural differences in the value of moderation. Developmental Psychology. 43(3), pp. 647 - 662. https://doi.org/10.1037/0012-1649.43.3.647
Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity
Green, Jasmine, Martin, Andrew J. and Marsh, Herb. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences: journal of psychology and education. 17(3), pp. 269 - 279. https://doi.org/10.1016/j.lindif.2006.12.003
Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering
Marsh, Herb, Gerlach, Erin, Trautwein, Ulrich, Ludtke, Oliver and Brettschneider, Wolf Dietrich. (2007). Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering. Child Development. 78(6), pp. 1640 - 1656. https://doi.org/10.1111/j.1467-8624.2007.01094.x
The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation
Marsh, Herb, Trautwein, Ulrich, Ludtke, Oliver, Baumert, Jurgen and Koller, O. (2007). The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal. 44(3), pp. 631 - 669. https://doi.org/10.3102/0002831207306728
Peer review process: Assessments by applicant-nominated referees are biased, inflated, unreliable and invalid
Marsh, Herb, Bond, N. W. and Jayasinghe, U. W.. (2007). Peer review process: Assessments by applicant-nominated referees are biased, inflated, unreliable and invalid. Australian Psychologist. 42(1), pp. 33 - 38. https://doi.org/10.1080/00050060600823275
Do University Teachers Become More Effective With Experience? A Multilevel Growth Model of Students' Evaluations of Teaching Over 13 Years
Marsh, Herb. (2007). Do University Teachers Become More Effective With Experience? A Multilevel Growth Model of Students' Evaluations of Teaching Over 13 Years. Journal of Educational Psychology. 99(4), pp. 775 - 790. https://doi.org/10.1037/0022-0663.99.4.775
Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches
Marsh, Herb, Wen, Z., Hau, Kit Tai, Little, Todd, Bovaird, James A. and Widaman, Keith F.. (2007). Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches. Structural Equation Modeling: A Multidisciplinary Journal. 14(4), pp. 570 - 580. https://doi.org/10.1080/10705510701303921
Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement
Marsh, Herb, Trautwein, Ulrich, Ludtke, Oliver, Koller, O and Baumert, Jurgen. (2006). Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality. 74(2), pp. 403 - 456. https://doi.org/10.1111/j.1467-6494.2005.00380.x
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives
Marsh, Herb and Craven, Rhonda. (2006). Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science. 1(2), pp. 133 - 163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
A new reader trial approach to peer review in funding research grants : An Australian experiment
Jayasinghe, Upali W., Marsh, Herbert W. and Bond, Nigel W.. (2006). A new reader trial approach to peer review in funding research grants : An Australian experiment. Scientometrics. 69(3), pp. 591-606. https://doi.org/10.1007/s11192-006-0171-4
Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics
Trautwein, Ulrich, Ludtke, Oliver, Marsh, Herb, Koller, O and Baumert, Jurgen. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology. 98(4), pp. 788 - 806. https://doi.org/10.1037/0022-0663.98.4.788
Academic resilience and its psychological and educational correlates: A construct validity approach
Martin, Andrew J. and Marsh, Herb. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools. 43(3), pp. 267 - 281. https://doi.org/10.1002/pits.20149
Construct validation of hebrew versions of three physical self-concept measures: An extended multitrait-multimethod analysis
Marsh, Herb, Bar-Eli, Michael, Zach, Sima and Richards, Carry E.. (2006). Construct validation of hebrew versions of three physical self-concept measures: An extended multitrait-multimethod analysis. Journal of Sport and Exercise Psychology. 28(3), pp. 310 - 343. https://doi.org/10.1123/jsep.28.3.310
The causal ordering of self-concept and academic motivation and its effect on academic achievement
Green, Jasmine, Nelson, Genevieve F., Martin, Andrew J. and Marsh, Herb. (2006). The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal: Comparative Perspectives. 7(4), pp. 534 - 546.
Self-belief does make a difference: A reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance
Marsh, Herb, Chanal, J. and Sarrazin, Philippe. (2006). Self-belief does make a difference: A reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance. Journal of Sports Sciences. 24(1), pp. 101 - 111. https://doi.org/10.1080/02640410500130920
Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMC approach to factorial invariance and latent mean differences
Marsh, Herb, Tracey, Danielle and Craven, Rhonda. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMC approach to factorial invariance and latent mean differences. Educational and Psychological Measurement: devoted to the development and application of measures of individual differences. 66(5), pp. 795 - 818. https://doi.org/10.1177/0013164405285910
Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis
O'Mara, Alison J., Marsh, Herb, Craven, Rhonda and Debus, R. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist. 41(3), pp. 181 - 206. https://doi.org/10.1207/s15326985ep4103_4
Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers
Marsh, Herb, Papaioannou, Athanasios and Theodorakis, Yannis. (2006). Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers. Health Psychology. 25(3), pp. 316 - 328. https://doi.org/10.1037/0278-6133.25.3.316
Assessing multidimensional physical activity motivation: A construct validity study of high school students
Martin, Andrew J., Tipler, David V., Marsh, Herb, Richards, Carry E. and Williams, Melinda R.. (2006). Assessing multidimensional physical activity motivation: A construct validity study of high school students. Journal of Sport and Exercise Psychology. 28(2), pp. 171 - 192. https://doi.org/10.1123/jsep.28.2.171
Administering self-concept interventions in schools: No training necessary? A meta-analysis
O'Mara, Alison J., Green, Jasmine and Marsh, Herb. (2006). Administering self-concept interventions in schools: No training necessary? A meta-analysis. International Education Journal: Comparative Perspectives. 7(4), pp. 524 - 533.
A longitudinal study of student and experienced nurses' self-concept.
Cowin, Leanne S., Craven, Rhonda G., Johnson, Maree and Marsh, Herbert W.. (2006). A longitudinal study of student and experienced nurses' self-concept. Collegian. 13(3), pp. 25-31. https://doi.org/10.1016/S1322-7696(08)60529-6
Motivating boys and motivating girls: Does teacher gender really make a difference?
Martin, Andrew J. and Marsh, Herb. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education. 49(3), pp. 320 - 334. https://doi.org/10.1177/000494410504900308
Big-fish-little-pond effect on academic self-concept
Marsh, Herb. (2005). Big-fish-little-pond effect on academic self-concept. Zeitschrift fur Padagogische Psychologie. 19(3), pp. 119 - 127. https://doi.org/10.1024/1010-0652.19.3.119
Self-concept contributes to winning gold medals: Causal ordering of self-concept and elite swimming performance
Marsh, Herb and Perry, Clark. (2005). Self-concept contributes to winning gold medals: Causal ordering of self-concept and elite swimming performance. Journal of Sport and Exercise Psychology. 27(1), pp. 71 - 91. https://doi.org/10.1123/jsep.27.1.71
Consequences of employment during high school: Character building, subversion of academic Goals, or a Threshold?
Marsh, Herb and Kleitman, S.. (2005). Consequences of employment during high school: Character building, subversion of academic Goals, or a Threshold? American Educational Research Journal. 42(2), pp. 331 - 369. https://doi.org/10.3102/00028312042002331
Big-fish-little-pond effect on academic self-concept: A reply to responses
Marsh, Herb. (2005). Big-fish-little-pond effect on academic self-concept: A reply to responses. Zeitschrift fur Padagogische Psychologie. 19(3), pp. 141 - 144. https://doi.org/10.1024/1010-0652.19.3.141
Exploring sex differences in science enrolment intentions: An application of the general model of academic choice
Barnes, Geoffrey, McInerney, Dennis and Marsh, Herb. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. The Australian Educational Researcher. 32(2), pp. 1 - 23. https://doi.org/10.1007/BF03216817
Adolescents' perceptions of masculine and feminine values in sport and physical education: A study of gender differences
Klomsten, Anne Torhild, Marsh, Herb and Skaalvik, Einar M.. (2005). Adolescents' perceptions of masculine and feminine values in sport and physical education: A study of gender differences. Sex Roles: A Journal of research. 52(44113), pp. 625 - 636. https://doi.org/10.1007/s11199-005-3730-x
Big-fish-little-pond effects on gymnastics self-concept: Social comparison processes in a physical setting
Chanal, J., Marsh, Herb, Sarrazin, Philippe and Bois, Julien E.. (2005). Big-fish-little-pond effects on gymnastics self-concept: Social comparison processes in a physical setting. Journal of Sport and Exercise Psychology. 27(1), pp. 53 - 70. https://doi.org/10.1123/jsep.27.1.53
Teacher frame of reference and the big-fish - Little-pond effect
Ludtke, Oliver, Koller, O., Marsh, Herb and Trautwein, Ulrich. (2005). Teacher frame of reference and the big-fish - Little-pond effect. Contemporary Educational Psychology. 30(3), pp. 263 - 285. https://doi.org/10.1016/j.cedpsych.2004.10.002
Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering
Marsh, Herb, Koller, O., Trautwein, Ulrich, Ludtke, Oliver and Baumert, Jurgen. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development. 76(2), pp. 397 - 416. https://doi.org/10.1111/j.1467-8624.2005.00853.x
A short version of the Self Description Questionnaire II : Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses
Marsh, Herbert W., Ellis, Louise A., Parada, Roberto H., Richards, Garry and Heubeck, Bernd G.. (2005). A short version of the Self Description Questionnaire II : Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment. 17(1), pp. 81-102. https://doi.org/10.1037/1040-3590.17.1.81
Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction
Marsh, Herb, Wen, Z. and Hau, Kit Tai. (2004). Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction. Psychological Methods. 9(3), pp. 275 - 300. https://doi.org/10.1037/1082-989X.9.3.275
A multilevel approach to motivational climate in physical education and sport settings : An individual or a group level construct?
Papaioannou, Athanasios, Marsh, Herbert W. and Theodorakis, Yannis. (2004). A multilevel approach to motivational climate in physical education and sport settings : An individual or a group level construct? Journal of Sport and Exercise Psychology. 26(1), pp. 90-118. https://doi.org/10.1123/jsep.26.1.90
A multidimensional perspective of relations between self-concept (Self Description Questionnaire II) and adolescent mental health (Youth Self-Report)
Marsh, Herbert W., Parada, Roberto H. and Ayotte, Violaine. (2004). A multidimensional perspective of relations between self-concept (Self Description Questionnaire II) and adolescent mental health (Youth Self-Report). Psychological Assessment. 16(1), pp. 27-41. https://doi.org/10.1037/1040-3590.16.1.27
Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries
Marsh, Herb and Hau, Kit Tai. (2004). Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries. Journal of Educational Psychology. 96(1), pp. 56 - 67. https://doi.org/10.1037/0022-0663.96.1.56
Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall
Marsh, Herb and Koller, O.. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology. 29(3), pp. 264 - 282. https://doi.org/10.1016/S0361-476X(03)00034-1
Why Multicollinearity Matters: A Reexamination of Relations Between Self-Efficacy, Self-Concept, and Achievement
Marsh, Herb, Dowson, Martin, Pietsch, James and walker, Richard. (2004). Why Multicollinearity Matters: A Reexamination of Relations Between Self-Efficacy, Self-Concept, and Achievement. Journal of Educational Psychology. 93(3), pp. 518 - 522. https://doi.org/10.1037/0022-0663.96.3.518
The use of item parcels in structural equation modelling: Non-normal data and small sample sizes
Hau, Kit Tai and Marsh, Herb. (2004). The use of item parcels in structural equation modelling: Non-normal data and small sample sizes. British Journal of Mathematical and Statistical Psychology. 57(2), pp. 327 - 351. https://doi.org/10.1111/j.2044-8317.2004.tb00142.x
Negative effects of school-average achievement on academic self-concept: A comparison of the big-fish-little-pond effect across Australian states and territories
Marsh, Herb. (2004). Negative effects of school-average achievement on academic self-concept: A comparison of the big-fish-little-pond effect across Australian states and territories. Australian Journal of Education. 48(1), pp. 5 - 26. https://doi.org/10.1177/000494410404800102
The psychological performance inventory: Is the mental toughness test tough enough?
Middleton, S. Cory, Marsh, Herb, Martin, Andrew J., Richards, Garry, Savis, Jacqueline, Perry, Clark and Brown, Robert. (2004). The psychological performance inventory: Is the mental toughness test tough enough? International Journal of Sport Psychology. 35(2), pp. 91 - 108.
Generalizability of the PSDQ and Its Relationship to Physical Fitness: The European French Connection
Guérin, Florence, Marsh, Herb and Famose, Jean Pierre. (2004). Generalizability of the PSDQ and Its Relationship to Physical Fitness: The European French Connection. Journal of Sport and Exercise Psychology. 26(1), pp. 19 - 38. https://doi.org/10.1123/jsep.26.1.19
In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings
Marsh, Herb, Hau, Kit Tai and Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling: A Multidisciplinary Journal. 11(3), pp. 320 - 341. https://doi.org/10.1207/s15328007sem1103_2
Fear of failure: Friend or foe?
Martin, Andrew J. and Marsh, Herb. (2003). Fear of failure: Friend or foe? Australian Psychologist. 38(1), pp. 31 - 38. https://doi.org/10.1080/00050060310001706997
Evaluation of the Big-Two-Factor theory of academic motivation orientations: An evaluation of jingle-jangle fallacies
Marsh, Herb, Craven, Rhonda, Hinkley, John W. and Debus, R. (2003). Evaluation of the Big-Two-Factor theory of academic motivation orientations: An evaluation of jingle-jangle fallacies. Multivariate Behavioral Research. 38(2), pp. 189 - 224. https://doi.org/10.1207/S15327906MBR3802_3
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering
Guay, Frederic, Marsh, Herb and Boivin, B.. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology. 95(1), pp. 124 - 136. https://doi.org/10.1037//0022-0663.95.1.124
A multilevel cross-classified modelling approach to peer review of grant proposals : The effects of assessor and researcher attributes on assessor ratings
Jayasinghe, Upali W., Marsh, Herbert W. and Bond, Nigel. (2003). A multilevel cross-classified modelling approach to peer review of grant proposals : The effects of assessor and researcher attributes on assessor ratings. Journal of the Royal Statistical Society Series A: Statistics in Society. 166(3), pp. 279-300. https://doi.org/10.1111/1467-985X.00278
Big-Fish-Little-Pond Effect on Academic Self-concept: A Cross-Cultural (26-Country) Test of the Negative Effects of Academically Selective Schools
Marsh, Herb and Hau, Kit Tai. (2003). Big-Fish-Little-Pond Effect on Academic Self-concept: A Cross-Cultural (26-Country) Test of the Negative Effects of Academically Selective Schools. American Psychologist. 58(5), pp. 364 - 376. https://doi.org/10.1037/0003-066X.58.5.364
Toward a Hierarchical Goal Theory Model of School Motivation
McInerney, Dennis, Marsh, Herb and Yeung, Alex. (2003). Toward a Hierarchical Goal Theory Model of School Motivation. Journal of Applied Measurement. 4(4), pp. 335 - 357.
Construct validation of the self-description questionnaire ii with a French sample
Guérin, Florence, Marsh, Herb and Famose, Jean Pierre. (2003). Construct validation of the self-description questionnaire ii with a French sample. European Journal of Psychological Assessment. 19(2), pp. 142 - 150. https://doi.org/10.1027//1015-5759.19.2.142
Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective
Martin, Andrew J., Marsh, Herb and Debus, R.. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology. 28(1), pp. 1 - 36. https://doi.org/10.1016/S0361-476X(02)00008-5
Self-Handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students
Martin, Andrew J., Marsh, Herb, Williamson, Alan and Debus, R. (2003). Self-Handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students. Journal of Educational Psychology. 95(3), pp. 617 - 628. https://doi.org/10.1037/0022-0663.95.3.617
Do Multiple Dimensions of Self-Concept Become More Differentiated with Age? The Differential Distinctiveness Hypothesis
Marsh, Herb and Ayotte, Violaine. (2003). Do Multiple Dimensions of Self-Concept Become More Differentiated with Age? The Differential Distinctiveness Hypothesis. Journal of Educational Psychology. 95(4), pp. 687 - 706. https://doi.org/10.1037/0022-0663.95.4.687
School athletic participation: Mostly gain with little pain
Marsh, Herb and Kleitman, S.. (2003). School athletic participation: Mostly gain with little pain. Journal of Sport and Exercise Psychology. 25(2), pp. 205 - 228. https://doi.org/10.1123/jsep.25.2.205
PhD students' evaluations of research supervision: Issues, complexities, and challenges in a nationwide Australian experiment in benchmarking universities
Marsh, Herb, Rowe, Kenneth J. and Martin, Andrew J.. (2002). PhD students' evaluations of research supervision: Issues, complexities, and challenges in a nationwide Australian experiment in benchmarking universities. Journal of Higher Education. 73(3), pp. 313 - 348. https://doi.org/10.1353/jhe.2002.0028
Cross-cultural validity of the Physical Self-Description Questionnaire: Comparison of factor structures in Australia, Spain, and Turkey
Marsh, Herb, Marco, Inés Tomás and Hülya Apçý, F.. (2002). Cross-cultural validity of the Physical Self-Description Questionnaire: Comparison of factor structures in Australia, Spain, and Turkey. Research Quarterly for Exercise and Sport. 73(3), pp. 257 - 270. https://doi.org/10.1080/02701367.2002.10609019
Multilevel modeling of longitudinal growth and change: Substantive effects or regression toward the mean artifacts?
Marsh, Herb and Hau, Kit Tai. (2002). Multilevel modeling of longitudinal growth and change: Substantive effects or regression toward the mean artifacts? Multivariate Behavioral Research. 37(2), pp. 245 - 282. https://doi.org/10.1207/S15327906MBR3702_04
The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs?
Marsh, Herb and Hattie, John. (2002). The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs? Journal of Higher Education. 73(5), pp. 603 - 641. https://doi.org/10.1353/jhe.2002.0047
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure.
Marsh, Herb, Ellis, Louise and Craven, Rhonda. (2002). How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology. 38(3), pp. 376 - 393. https://doi.org/10.1037//0012-1649.38.3.376
Extracurricular school activities: The good, the bad, and the nonlinear
Marsh, Herb and Kleitman, S.. (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review. 72(4), pp. 464 - 514. https://doi.org/10.17763/haer.72.4.051388703v7v7736
Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students
Marsh, Herb, Hau, Kit Tai and Kong, Chit Kwong. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal. 39(3), pp. 727 - 763. https://doi.org/10.3102/00028312039003727
Interaction effects in growth modeling: A full model
Wen, Z., Marsh, Herb and Hau, Kit Tai. (2002). Interaction effects in growth modeling: A full model. Structural Equation Modeling: A Multidisciplinary Journal. 9(1), pp. 20 - 39. https://doi.org/10.1207/S15328007SEM0901_2
Multitrait-multimethod analyses of two physical self-concept instruments: A cross-cultural perspective
Marsh, Herb, Asci, F. Hülya and Tomás, I.. (2002). Multitrait-multimethod analyses of two physical self-concept instruments: A cross-cultural perspective. Journal of Sport and Exercise Psychology. 24(2), pp. 99 - 119. https://doi.org/10.1123/jsep.24.2.99
The self-description questionnaire ii and gifted students: Another look at Plucker, Taylor, Callahan, and Tomchin's (1997) "mirror, mirror on the wall"
Marsh, Herb, Plucker, Jonathan A. and Stocking, Vicki B.. (2001). The self-description questionnaire ii and gifted students: Another look at Plucker, Taylor, Callahan, and Tomchin's (1997) "mirror, mirror on the wall". Educational and Psychological Measurement: devoted to the development and application of measures of individual differences. 61(6), pp. 976 - 996. https://doi.org/10.1177/00131640121971608
Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective
Martin, Andrew J., Marsh, Herb and Debus, R.. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology. 93(1), pp. 87 - 102. https://doi.org/10.1037/0022-0663.93.1.87
Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions
Craven, Rhonda, Marsh, Herb, Debus, R. and Jayasinghe, U W.. (2001). Diffusion effects: Control group contamination threats to the validity of teacher-administered interventions. Journal of Educational Psychology. 93(3), pp. 639 - 645. https://doi.org/10.1037//0022-0663.93.3.639
Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students
Marsh, Herbert W., Kong, Chit-Kwong and Hau, Kit-Tai. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology. 93(3), pp. 543 - 553. https://doi.org/10.1037/0022-0663.93.3.543
An extension of the internal/external frame of reference model: A response to Bong (1998)
Marsh, Herb and Yeung, Alex. (2001). An extension of the internal/external frame of reference model: A response to Bong (1998). Multivariate Behavioral Research. 36(3), pp. 389 - 420. https://doi.org/10.1207/S15327906389-420
Peer review in the funding of research in higher education: The Australian experience
Jayasinghe, U. W., Marsh, Herb and Bond, N. W.. (2001). Peer review in the funding of research in higher education: The Australian experience. Educational Evaluation and Policy Analysis: a quarterly publication of the American Educational Research Association. 23(4), pp. 343 - 364. https://doi.org/10.3102/01623737023004343
Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept
Marsh, Herb, Parada, Roberto H., Yeung, Alex and Healey, Jean. (2001). Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept. Journal of Educational Psychology. 93(2), pp. 411 - 419. https://doi.org/10.1037//0022-0663.93.2.411
A quadripolar need achievement representation of self-handicapping and defensive pessimism
Martin, Andrew J., Marsh, Herbert W. and Debus, Raymond L.. (2001). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal. 38(3), pp. 583-610. https://doi.org/10.3102/00028312038003583
Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students
Marsh, Herb, Kong, Chit Kwong and Hau, Kit Tai. (2001). Extension of the internal/external frame of reference model of self-concept formation: Importance of native and nonnative languages for Chinese students. Journal of Educational Psychology. 93(3), pp. 543 - 553. https://doi.org/10.1037//0022-0663.93.3.543
Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept
Marsh, Herb, Koller, O. and Baumert, Jurgen. (2001). Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept. American Educational Research Journal. 38(2), pp. 321 - 350. https://doi.org/10.3102/00028312038002321
Distinguishing between good (useful) and bad workloads on students' evaluations of teaching
Marsh, Herb. (2001). Distinguishing between good (useful) and bad workloads on students' evaluations of teaching. American Educational Research Journal. 38(1), pp. 183 - 212. https://doi.org/10.3102/00028312038001183
Relationships between Flow, Self-Concept, Psychological Skills, and Performance
Jackson, S. L., Thomas, Patrick, Marsh, Herb and Smethurst, Christopher J.. (2001). Relationships between Flow, Self-Concept, Psychological Skills, and Performance. Journal of Applied Sport Psychology. 13(2), pp. 129 - 153. https://doi.org/10.1080/104132001753149865
Multiple dimensions of university teacher self-concept: Construct validation and the influence of students' evaluations of teaching
Roche, Lawrence A. and Marsh, Herb. (2000). Multiple dimensions of university teacher self-concept: Construct validation and the influence of students' evaluations of teaching. Instructional Science. 28(22767), pp. 439 - 468. https://doi.org/10.1023/A:1026576404113
Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement
Craven, Rhonda, Marsh, Herb and Print, Murray. (2000). Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement. Australian Journal of Education. 44(1), pp. 51 - 75. https://doi.org/10.1177/000494410004400106
Effects of grading leniency and low workload on students' evaluations of teaching: Popular myth, bias, validity, or innocent bystanders?
Marsh, Herb and Roche, Lawrence A.. (2000). Effects of grading leniency and low workload on students' evaluations of teaching: Popular myth, bias, validity, or innocent bystanders? Journal of Educational Psychology. 92(1), pp. 202 - 228. https://doi.org/10.1037//0022-0663.92.1.202
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools
Marsh, Herb, Kong, Chit Kwong and Hau, Kit Tai. (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology. 78(2), pp. 337 - 349. https://doi.org/10.1037/0022-3514.78.2.337
Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language
Yeung, Alex, Marsh, Herb and Suliman, Rosemary. (2000). Can two tongues live in harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) longitudinal data on the maintenance of home language. American Educational Research Journal. 37(4), pp. 1001 - 1026. https://doi.org/10.3102/000283120370041001
Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects
Marsh, Herb, Hau, Kit Tai and Kong, Chit Kwong. (2000). Late immersion and language of instruction in Hong Kong high schools: Achievement growth in language and nonlanguage subjects. Harvard Educational Review. 70(3), pp. 302 - 345. https://doi.org/10.17763/haer.70.3.gm047588386655k5
Multiple evaluations of grant proposals by independent assessors: Confirmatory factor analysis evaluations of reliability, validity, and structure
Marsh, Herb and Bazeley, Patricia. (1999). Multiple evaluations of grant proposals by independent assessors: Confirmatory factor analysis evaluations of reliability, validity, and structure. Multivariate Behavioral Research. 34(1), pp. 1 - 30. https://doi.org/10.1207/s15327906mbr3401_1
Cognitive discrepancy models: Actual, ideal, potential, and future self-perspectives of body image
Marsh, Herb. (1999). Cognitive discrepancy models: Actual, ideal, potential, and future self-perspectives of body image. Social cognition. 17(1), pp. 46 - 75. https://doi.org/10.1521/soco.1999.17.1.46
The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling
McInerney, Valentina, Marsh, Herb and McInerney, Dennis. (1999). The designing of the Computer Anxiety and Learning Measure (CALM): Validation of scores on a multidimensional measure of anxiety and cognitions relating to adult learning of computing skills using structural equation modeling. Educational and Psychological Measurement: devoted to the development and application of measures of individual differences. 59(3), pp. 451 - 470. https://doi.org/10.1177/00131649921969974
Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations
Marsh, Herb, Byrne, Barbara M. and Yeung, Alex. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist. 34(3), pp. 155 - 167. https://doi.org/10.1207/s15326985ep3403_2
The lability of psychological ratings: The chameleon effect in global self-esteem
Marsh, Herb and Yeung, Alex. (1999). The lability of psychological ratings: The chameleon effect in global self-esteem. Personality and Social Psychology Bulletin. 25(1), pp. 49 - 64. https://doi.org/10.1177/0146167299025001005
Flow experience in sport: Construct validation of multidimensional, hierarchical state and trait responses
Marsh, Herb and Jackson, S. L.. (1999). Flow experience in sport: Construct validation of multidimensional, hierarchical state and trait responses. Structural Equation Modeling: A Multidisciplinary Journal. 6(4), pp. 343 - 371. https://doi.org/10.1080/10705519909540140
Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective
Marsh, Herb, Craven, Rhonda and Debus, R.. (1999). Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective. Merrill - Palmer Quarterly: journal of developmental psychology. 45(4), pp. 567 - 601.
Psychological correlates of flow in sport
Jackson, S. L., Ford, Stephen K., Kimiecik, Jay C. and Marsh, Herb. (1998). Psychological correlates of flow in sport. Journal of Sport and Exercise Psychology. 20(4), pp. 358 - 378. https://doi.org/10.1123/jsep.20.4.358
Structure, Stability, and Development of Young Children's Self-Concepts: A Multicohort-Multioccasion Study
Marsh, Herb, Craven, Rhonda and Debus, R.. (1998). Structure, Stability, and Development of Young Children's Self-Concepts: A Multicohort-Multioccasion Study. Child Development. 69(4), pp. 1030 - 1053. https://doi.org/10.2307/1132361
Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs
Marsh, Herb and Yeung, Alex. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal. 35(4), pp. 705 - 738. https://doi.org/10.3102/00028312035004705
Is more ever too much? The number of indicators per factor in confirmatory factor analysis
Marsh, Herb, Hau, Kit Tai, Balla, John R. and Grayson, David. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research. 33(2), pp. 181 - 220. https://doi.org/10.1207/s15327906mbr3302_1
Age and gender effects in physical self-concepts for adolescent elite athletes and nonathletes: A multicohort-multioccasion design
Marsh, Herb. (1998). Age and gender effects in physical self-concepts for adolescent elite athletes and nonathletes: A multicohort-multioccasion design. Journal of Sport and Exercise Psychology. 20(3), pp. 237 - 259.
Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models
Marsh, Herb and Yeung, Alex. (1998). Top-Down, Bottom-Up, and Horizontal Models: The Direction of Causality in Multidimensional, Hierarchical Self-Concept Models. Journal of Personality and Social Psychology. 75(2), pp. 509 - 527. https://doi.org/10.1037/0022-3514.75.2.509
Confirmatory factor analyses of Chinese students' evaluations of university teaching
Marsh, Herb, Hau, Kit Tai, Chung, Choi Man and Siu, Teresa L. P.. (1998). Confirmatory factor analyses of Chinese students' evaluations of university teaching. Structural Equation Modeling: A Multidisciplinary Journal. 5(2), pp. 143 - 164. https://doi.org/10.1080/10705519809540097
The equal correlation baseline model: Comment and constructive alternatives
Marsh, Herb. (1998). The equal correlation baseline model: Comment and constructive alternatives. Structural Equation Modeling: A Multidisciplinary Journal. 5(1), pp. 78 - 86. https://doi.org/10.1080/10705519809540090
Is parsimony always desirable: Response to Sivo and Willson, Hoyle, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and others
Marsh, Herb and Hau, Kit Tai. (1998). Is parsimony always desirable: Response to Sivo and Willson, Hoyle, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and others. Journal of Experimental Education. 66(3), pp. 274 - 285. https://doi.org/10.1080/00220979809604412
Simulation study of nonequivalent group-matching and regression-discontinuity designs: Evaluations of gifted and talented programs
Marsh, Herb. (1998). Simulation study of nonequivalent group-matching and regression-discontinuity designs: Evaluations of gifted and talented programs. Journal of Experimental Education. 66(2), pp. 163 - 192. https://doi.org/10.1080/00220979809601402
Pairwise deletion for missing data in structural equation models: Nonpositive definite matrices, parameter estimates, goodness of fit, and adjusted sample sizes
Marsh, Herb. (1998). Pairwise deletion for missing data in structural equation models: Nonpositive definite matrices, parameter estimates, goodness of fit, and adjusted sample sizes. Structural Equation Modeling: A Multidisciplinary Journal. 5(1), pp. 22 - 36. https://doi.org/10.1080/10705519809540087
Cultural perspectives on school motivation: The relevance and application of goal theory
McInerney, Dennis, Roche, Lawrence A., McInerney, Valentina and Marsh, Herb. (1997). Cultural perspectives on school motivation: The relevance and application of goal theory. American Educational Research Journal. 34(1), pp. 207 - 236. https://doi.org/10.3102/00028312034001207
Elite athlete self description questionnaire: Hierarchical confirmatory factor analysis of responses by two distinct groups of elite athletes
Marsh, Herb, Hey, John, Johnson, Steven and Perry, Clark. (1997). Elite athlete self description questionnaire: Hierarchical confirmatory factor analysis of responses by two distinct groups of elite athletes. International Journal of Sport Psychology. 28(3), pp. 237 - 258.
Adventure education and outward bound: Out-of-class experiences that make a lasting difference
Hattie, John, Marsh, Herb, Neill, James T. and Richards, Garry. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research. 67(1), pp. 43 - 87. https://doi.org/10.3102/00346543067001043
Structure of Physical Self-Concept: Elite Athletes and Physical Education Students
Marsh, Herb, Hey, John, Roche, Lawrence A. and Perry, Clark. (1997). Structure of Physical Self-Concept: Elite Athletes and Physical Education Students. Journal of Educational Psychology. 89(2), pp. 369 - 380. https://doi.org/10.1037/0022-0663.89.2.369
Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results
Marsh, Herb and Yeung, Alex. (1997). Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results. Journal of Educational Psychology. 89(4), pp. 752 - 759. https://doi.org/10.1037/0022-0663.89.4.752
Students' Evaluations of University Teaching: Chinese Version of the Students' Evaluations of Educational Quality Instrument
Marsh, Herb, Hau, Kit Tai, Chung, Choi Man and Siu, Teresa L. P.. (1997). Students' Evaluations of University Teaching: Chinese Version of the Students' Evaluations of Educational Quality Instrument. Journal of Educational Psychology. 89(3), pp. 568 - 572. https://doi.org/10.1037/0022-0663.89.3.568
Item-specific efficacy judgments in mathematical problem solving: The downside of standing too close to trees in a forest
Marsh, Herb, Roche, Lawrence A., Pajares, Frank and Miller, David W.. (1997). Item-specific efficacy judgments in mathematical problem solving: The downside of standing too close to trees in a forest. Contemporary Educational Psychology. 22(3), pp. 363 - 377. https://doi.org/10.1006/ceps.1997.0942
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data
Marsh, Herb and Yeung, Alex. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology. 89(1), pp. 41 - 54. https://doi.org/10.1037/0022-0663.89.1.41
Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study
McInerney, Valentina, McInerney, Dennis and Marsh, Herb. (1997). Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study. Journal of Educational Psychology. 89(4), pp. 686 - 695. https://doi.org/10.1037//0022-0663.89.4.686
Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility
Marsh, Herb and Roche, Lawrence A.. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist. 52(11), pp. 1187 - 1197. https://doi.org/10.1037/0003-066X.52.11.1187
Coursework selection: Relations to academic self-concept and achievement
Marsh, Herb and Yeung, Alex. (1997). Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal. 34(4), pp. 691 - 720. https://doi.org/10.3102/00028312034004691
The Negative Effects of School-Average Ability on Academic Self-Concept: An Application of Multilevel Modelling
Marsh, Herb and Rowe, Kenneth J.. (1996). The Negative Effects of School-Average Ability on Academic Self-Concept: An Application of Multilevel Modelling. Australian Journal of Education. 40(1), pp. 65 - 87. https://doi.org/10.1177/000494419604000105
Development and validation of a scale to measure optimal experience: The flow state scale
Jackson, S. L. and Marsh, Herb. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology. 18(1), pp. 17 - 35. https://doi.org/10.1123/jsep.18.1.17
Predicting self-esteem from perceptions of actual and ideal ratings of body fatness: Is there only one ideal 'supermodel'?
Marsh, Herb and Roche, Lawrence A.. (1996). Predicting self-esteem from perceptions of actual and ideal ratings of body fatness: Is there only one ideal 'supermodel'? Research Quarterly for Exercise and Sport. 67(1), pp. 13 - 23. https://doi.org/10.1080/02701367.1996.10607921
Physical self description questionnaire: Stability and discriminant validity
Marsh, Herb. (1996). Physical self description questionnaire: Stability and discriminant validity. Research Quarterly for Exercise and Sport. 67(3), pp. 249 - 264. https://doi.org/10.1080/02701367.1996.10607952
The relationship between research and teaching: A meta-analysis
Hattie, John and Marsh, Herb. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research. 66(4), pp. 507 - 542. https://doi.org/10.3102/00346543066004507
Construct validity of physical self-description questionnaire responses: Relations to external criteria
Marsh, Herb. (1996). Construct validity of physical self-description questionnaire responses: Relations to external criteria. Journal of Sport and Exercise Psychology. 18(2), pp. 111 - 131. https://doi.org/10.1123/jsep.18.2.111
Structure of Artistic Self-Concepts for Performing Arts and Non-Performing Arts Students in a Performing Arts High School: "Setting the Stage" with Multigroup Confirmatory Factor Analysis
Marsh, Herb and Roche, Lawrence A.. (1996). Structure of Artistic Self-Concepts for Performing Arts and Non-Performing Arts Students in a Performing Arts High School: "Setting the Stage" with Multigroup Confirmatory Factor Analysis. Journal of Educational Psychology. 88(3), pp. 461 - 477. https://doi.org/10.1037/0022-0663.88.3.461
Positive and Negative Global Self-Esteem: A Substantively Meaningful Distinction or Artifactors?
Marsh, Herb. (1996). Positive and Negative Global Self-Esteem: A Substantively Meaningful Distinction or Artifactors? Journal of Personality and Social Psychology. 70(4), pp. 810 - 819. https://doi.org/10.1037//0022-3514.70.4.810
The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988
Marsh, Herb and Yeung, Alex. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal. 33(3), pp. 665 - 689. https://doi.org/10.3102/00028312033003665
Assessing Goodness of Fit: Is Parsimony Always Desirable?
Marsh, Herb and Hau, Kit Tai. (1996). Assessing Goodness of Fit: Is Parsimony Always Desirable? Journal of Experimental Education. 64(4), pp. 364 - 390. https://doi.org/10.1080/00220973.1996.10806604
Still Weighting for the Right Criteria to Validate Student Evaluations of Teaching in the IDEA System
Marsh, Herb. (1995). Still Weighting for the Right Criteria to Validate Student Evaluations of Teaching in the IDEA System. Journal of Educational Psychology. 87(4), pp. 666 - 679. https://doi.org/10.1037/0022-0663.87.4.666
Δ2 and χ2 I2 Fit Indices for Structural Equation Models: A Brief Note of Clarification
Marsh, Herb. (1995). Δ2 and χ2 I2 Fit Indices for Structural Equation Models: A Brief Note of Clarification. Structural Equation Modeling: A Multidisciplinary Journal. 2(3), pp. 246 - 254. https://doi.org/10.1080/10705519509540012
A Jamesian Model of self-investment and self-esteem : Comment on Pelham (1995)
Marsh, Herbert W.. (1995). A Jamesian Model of self-investment and self-esteem : Comment on Pelham (1995). Journal of Personality and Social Psychology. 69(6), pp. 1151-1160. https://doi.org/10.1037/0022-3514.69.6.1151
Using the National Longitudinal Study of 1988 to Evaluate Theoretical Models of Self-Concept: The Self-Description Questionnaire
Marsh, Herb. (1994). Using the National Longitudinal Study of 1988 to Evaluate Theoretical Models of Self-Concept: The Self-Description Questionnaire. Journal of Educational Psychology. 86(3), pp. 439 - 456. https://doi.org/10.1037//0022-0663.86.3.439
Identification with deficient rank loading matrices in confirmatory factor analysis: Multitrait-multimethod models
Grayson, David and Marsh, Herb. (1994). Identification with deficient rank loading matrices in confirmatory factor analysis: Multitrait-multimethod models. Psychometrika. 59(1), pp. 121 - 134. https://doi.org/10.1007/BF02294271
Longitudinal Confirmatory Factor Analysis: Common, Time-Specific, Item-Specific, and Residual-Error Components of Variance
Marsh, Herb and Grayson, David. (1994). Longitudinal Confirmatory Factor Analysis: Common, Time-Specific, Item-Specific, and Residual-Error Components of Variance. Structural Equation Modeling: A Multidisciplinary Journal. 1(2), pp. 116 - 145. https://doi.org/10.1080/10705519409539968
Longitudinal Stability of Latent Means and Individual Differences: A Unified Approach
Marsh, Herb. (1994). Longitudinal Stability of Latent Means and Individual Differences: A Unified Approach. Structural Equation Modeling: A Multidisciplinary Journal. 1(4), pp. 317 - 359. https://doi.org/10.1080/10705519409539984
Goodness of fit in confirmatory factor analysis: The effects of sample size and model parsimony
Marsh, Herb and Balla, John R.. (1994). Goodness of fit in confirmatory factor analysis: The effects of sample size and model parsimony. Quality and Quantity: international journal of methodology. 28(2), pp. 185 - 217. https://doi.org/10.1007/BF01102761
Confirmatory Factor Analysis Models of Factorial Invariance: A Multifaceted Approach
Marsh, Herb. (1994). Confirmatory Factor Analysis Models of Factorial Invariance: A Multifaceted Approach. Structural Equation Modeling: A Multidisciplinary Journal. 1(1), pp. 5 - 34. https://doi.org/10.1080/10705519409539960
Weighting for the Right Criteria in the Instructional Development and Effectiveness Assessment (IDEA) System: Global and Specific Ratings of Teaching Effectiveness and Their Relation to Course Objectives
Marsh, Herb. (1994). Weighting for the Right Criteria in the Instructional Development and Effectiveness Assessment (IDEA) System: Global and Specific Ratings of Teaching Effectiveness and Their Relation to Course Objectives. Journal of Educational Psychology. 86(4), pp. 631 - 648. https://doi.org/10.1037//0022-0663.86.4.631
Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993)
Marsh, Herb, Hau, Kit Tai, Roche, Lawrence A., Craven, Rhonda, Balla, John R. and McInerney, Valentina. (1994). Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993). Journal of Educational Psychology. 86(3), pp. 457 - 462. https://doi.org/10.1037/0022-0663.86.3.457
Do we see ourselves as others infer: A comparison of self'other agreement on multiple dimensions of self'concept from two continents
Marsh, Herb and Byrne, Barbara M.. (1993). Do we see ourselves as others infer: A comparison of self'other agreement on multiple dimensions of self'concept from two continents. Australian Journal of Psychology. 45(1), pp. 49 - 58. https://doi.org/10.1080/00049539308259118
Multitrait-Multimethod Analyses : Inferring Each Trait-Method Combination With Multiple Indicators
Marsh, Herb. (1993). Multitrait-Multimethod Analyses : Inferring Each Trait-Method Combination With Multiple Indicators. Applied Measurement in Education. 6(1), pp. 49 - 81. https://doi.org/10.1207/s15324818ame0601_4
Confirmatory Factor Analysis of Multitrait-Multimethod Self-concept Data: Between-group and Within-group Invariance Constraints
Marsh, Herb and Byrne, Barbara M.. (1993). Confirmatory Factor Analysis of Multitrait-Multimethod Self-concept Data: Between-group and Within-group Invariance Constraints. Multivariate Behavioral Research. 28(3), pp. 313 - 449. https://doi.org/10.1207/s15327906mbr2803_2
The construct validity and generalisability of V'O2 max for boys and girls aged 9-15
Marsh, Herb and Ridge, B. R.. (1993). The construct validity and generalisability of V'O2 max for boys and girls aged 9-15. Australian Journal of Science and Medicine in Sport. 25(3), pp. 73 - 78.
Relations Between Global and Specific Domains of Self: The Importance of Individual Importance, Certainty, and Ideals
Marsh, Herb. (1993). Relations Between Global and Specific Domains of Self: The Importance of Individual Importance, Certainty, and Ideals. Journal of Personality and Social Psychology. 65(5), pp. 975 - 992. https://doi.org/10.1037/0022-3514.65.5.975
The multidimensional structure of physical fitness:Invariance over gender and age
Marsh, Herb. (1993). The multidimensional structure of physical fitness:Invariance over gender and age. Research Quarterly for Exercise and Sport. 64(3), pp. 256 - 273. https://doi.org/10.1080/02701367.1993.10608810
Self-esteem stability and responses to the stability of self scale
Marsh, Herb. (1993). Self-esteem stability and responses to the stability of self scale. Journal of Research in Personality. 27(3), pp. 253 - 269. https://doi.org/10.1006/jrpe.1993.1018
Extracurricular Activities: Beneficial Extension of the Traditional Curriculum or Subversion of Academic Goals?
Marsh, Herb. (1992). Extracurricular Activities: Beneficial Extension of the Traditional Curriculum or Subversion of Academic Goals? Journal of Educational Psychology. 84(4), pp. 553 - 562. https://doi.org/10.1037/0022-0663.84.4.553
Content Specificity of Relations Between Academic Achievement and Academic Self-Concept
Marsh, Herb. (1992). Content Specificity of Relations Between Academic Achievement and Academic Self-Concept. Journal of Educational Psychology. 84(1), pp. 35 - 42. https://doi.org/10.1037//0022-0663.84.1.35
Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance
Marsh, Herb, Byrne, Barbara M. and Craven, Rhonda. (1992). Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance. Multivariate Behavioral Research. 27(4), pp. 489 - 507. https://doi.org/10.1207/s15327906mbr2704_1
Multidimensional Students' Evaluations of Teaching Effectiveness: A Test of Alternative Higher-Order Structures
Marsh, Herb. (1991). Multidimensional Students' Evaluations of Teaching Effectiveness: A Test of Alternative Higher-Order Structures. Journal of Educational Psychology. 83(2), pp. 285 - 296. https://doi.org/10.1037/0022-0663.83.2.285
Students' evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period
Marsh, Herb and Hocevar, Dennis. (1991). Students' evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education. 7(4), pp. 303 - 314. https://doi.org/10.1016/0742-051X(91)90001-6
Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure
Marsh, Herb, Craven, Rhonda and Debus, R.. (1991). Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure. Journal of Educational Psychology. 83(3), pp. 377 - 392. https://doi.org/10.1037//0022-0663.83.3.377
A multidimensional perspective on students' evaluations of teaching effectiveness : Reply to Abrami and d'Apollonia (1991)
Marsh, Herb. (1991). A multidimensional perspective on students' evaluations of teaching effectiveness : Reply to Abrami and d'Apollonia (1991). Journal of Educational Psychology. 83(3), pp. 416-421. https://doi.org/10.1037/0022-0663.83.3.416
Subject-specific components of academic self-concept and self-efficacy
Marsh, Herb, Walker, Richard and Debus, R.. (1991). Subject-specific components of academic self-concept and self-efficacy. Contemporary Educational Psychology. 16(4), pp. 331 - 345. https://doi.org/10.1016/0361-476X(91)90013-B
Differentiated Additive Androgyny Model: Relations Between Masculinity, Femininity, and Multiple Dimensions of Self-Concept
Marsh, Herb and Byrne, Barbara M.. (1991). Differentiated Additive Androgyny Model: Relations Between Masculinity, Femininity, and Multiple Dimensions of Self-Concept. Journal of Personality and Social Psychology. 61(5), pp. 811 - 828. https://doi.org/10.1037//0022-3514.61.5.811
Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept
Craven, Rhonda, Marsh, Herb and Debus, R.. (1991). Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept. Journal of Educational Psychology. 83(1), pp. 17 - 27. https://doi.org/10.1037//0022-0663.83.1.17
Self-Other Agreement on Multiple Dimensions of Preadolescent Self-Concept: Inferences by Teachers, Mothers, and Fathers
Marsh, Herb and Craven, Rhonda. (1991). Self-Other Agreement on Multiple Dimensions of Preadolescent Self-Concept: Inferences by Teachers, Mothers, and Fathers. Journal of Educational Psychology. 83(3), pp. 393 - 404. https://doi.org/10.1037/0022-0663.83.3.393
Confirmatory Factor Analyses of Multitrait-Multimethod Data: A Comparison of Alternative Models
Marsh, Herb and Bailey, Michael. (1991). Confirmatory Factor Analyses of Multitrait-Multimethod Data: A Comparison of Alternative Models. Applied Psychological Measurement. 15(1), pp. 47 - 70. https://doi.org/10.1177/014662169101500106
The multidimensionality of students' evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level, and course level
Marsh, Herb and Hocevar, Dennis. (1991). The multidimensionality of students' evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level, and course level. Teaching and Teacher Education. 7(1), pp. 9 - 18. https://doi.org/10.1016/0742-051X(91)90054-S
Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts
Marsh, Herb. (1990). Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts. Journal of Educational Psychology. 82(1), pp. 107 - 116. https://doi.org/10.1037//0022-0663.82.1.107
A multidimensional, hierarchical model of self-concept : Theoretical and empirical justification
Marsh, Herb. (1990). A multidimensional, hierarchical model of self-concept : Theoretical and empirical justification. Educational Psychology Review. 2(2), pp. 77-172. https://doi.org/10.1007/BF01322177
Choosing a multivariate model: Noncentrality and goodness of fit
McDonald, Roderick P. and Marsh, Herb. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin. 107(2), pp. 247 - 255. https://doi.org/10.1037/0033-2909.107.2.247
Confirmatory Factor Analysis of Multitrait'Multimethod Data: The Construct Validation of Multidimensional Self'Concept Responses
Marsh, Herb. (1990). Confirmatory Factor Analysis of Multitrait'Multimethod Data: The Construct Validation of Multidimensional Self'Concept Responses. Journal of Personality. 58(4), pp. 661 - 692. https://doi.org/10.1111/j.1467-6494.1990.tb00249.x
Self'other agreement and self'other differences on multidimensional self'concept ratings
Marsh, Herb and Richards, Garry. (1990). Self'other agreement and self'other differences on multidimensional self'concept ratings. Australian Journal of Psychology. 42(1), pp. 31 - 45. https://doi.org/10.1080/00049539008260103
Two-Parent, Stepparent, and Single-Parent Families: Changes in Achievement, Attitudes, and Behaviors During the Last Two Years of High School
Marsh, Herb. (1990). Two-Parent, Stepparent, and Single-Parent Families: Changes in Achievement, Attitudes, and Behaviors During the Last Two Years of High School. Journal of Educational Psychology. 82(2), pp. 327 - 340. https://doi.org/10.1037/0022-0663.82.2.327
Causal Ordering of Academic Self-Concept and Academic Achievement: A Multiwave, Longitudinal Panel Analysis
Marsh, Herb. (1990). Causal Ordering of Academic Self-Concept and Academic Achievement: A Multiwave, Longitudinal Panel Analysis. Journal of Educational Psychology. 82(4), pp. 646 - 656. https://doi.org/10.1037//0022-0663.82.4.646
The Structure of Academic Self-Concept: The Marsh/Shavelson Model
Marsh, Herb. (1990). The Structure of Academic Self-Concept: The Marsh/Shavelson Model. Journal of Educational Psychology. 82(4), pp. 623 - 636. https://doi.org/10.1037/0022-0663.82.4.623
A Test of Bipolar and Androgyny Perspectives of Masculinity and Femininity: The Effect of Participation in an Outward Bound Program
Marsh, Herb and Richards, Garry. (1989). A Test of Bipolar and Androgyny Perspectives of Masculinity and Femininity: The Effect of Participation in an Outward Bound Program. Journal of Personality. 57(1), pp. 115 - 138. https://doi.org/10.1111/j.1467-6494.1989.tb00763.x
Effects of Single-Sex and Coeducational Schools: A Response to Lee and Bryk
Marsh, Herb. (1989). Effects of Single-Sex and Coeducational Schools: A Response to Lee and Bryk. Journal of Educational Psychology. 81(4), pp. 651 - 653. https://doi.org/10.1037/0022-0663.81.4.651
Confirmatory Factor Analyses of Multitrait-Multimethod Data: Many Problems and a Few Solutions
Marsh, Herb. (1989). Confirmatory Factor Analyses of Multitrait-Multimethod Data: Many Problems and a Few Solutions. Applied Psychological Measurement. 13(4), pp. 335 - 361. https://doi.org/10.1177/014662168901300402
Age and Sex Effects in Multiple Dimensions of Self-Concept: Preadolescence to Early Adulthood
Marsh, Herb. (1989). Age and Sex Effects in Multiple Dimensions of Self-Concept: Preadolescence to Early Adulthood. Journal of Educational Psychology. 81(3), pp. 417 - 430. https://doi.org/10.1037/0022-0663.81.3.417
THE TRANSITION FROM SINGLE'SEX TO CO'EDUCATIONAL HIGH SCHOOLS: TEACHER PERCEPTIONS, ACADEMIC ACHIEVEMENT, AND SELF'CONCEPT
Marsh, Herb, OWENS, LEE, Myers, Margaret R. and Smith, Ian D.. (1989). THE TRANSITION FROM SINGLE'SEX TO CO'EDUCATIONAL HIGH SCHOOLS: TEACHER PERCEPTIONS, ACADEMIC ACHIEVEMENT, AND SELF'CONCEPT. British Journal of Educational Psychology. 59(2), pp. 155 - 173. https://doi.org/10.1111/j.2044-8279.1989.tb03088.x
Masculinity and Femininity: A Bipolar Construct and Independent Constructs
Marsh, Herb, Antill, John K. and Cunningham, John. (1989). Masculinity and Femininity: A Bipolar Construct and Independent Constructs. Journal of Personality. 57(3), pp. 625 - 663. https://doi.org/10.1111/j.1467-6494.1989.tb00566.x
The peer review process used to evaluate manuscripts submitted to academic journals: Interjudgmental reliability
Marsh, Herb and Ball, Samuel B.. (1989). The peer review process used to evaluate manuscripts submitted to academic journals: Interjudgmental reliability. Journal of Experimental Education. 57(2), pp. 151 - 169. https://doi.org/10.1080/00220973.1989.10806503
Effects of Attending Single-Sex and Coeducational High Schools on Achievement, Attitudes, Behaviors, and Sex Differences
Marsh, Herb. (1989). Effects of Attending Single-Sex and Coeducational High Schools on Achievement, Attitudes, Behaviors, and Sex Differences. Journal of Educational Psychology. 81(1), pp. 70 - 85. https://doi.org/10.1037//0022-0663.81.1.70
Multidimensional Self-Concepts and Perceptions of Control: Construct Validation of Responses by Children
Marsh, Herb and Gouvernet, Paul J.. (1989). Multidimensional Self-Concepts and Perceptions of Control: Construct Validation of Responses by Children. Journal of Educational Psychology. 81(1), pp. 57 - 69. https://doi.org/10.1037/0022-0663.81.1.57
A multifaceted academic self-concept : Its hierarchical structure and its relation to academic achievement
Marsh, Herb, Byrne, Barbara M. and Shavelson, Richard J.. (1988). A multifaceted academic self-concept : Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology. 80(3), pp. 366-380. https://doi.org/10.1037/0022-0663.80.3.366
Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size
Marsh, Herb, Balla, John R. and McDonald, Roderick P.. (1988). Goodness-of-Fit Indexes in Confirmatory Factor Analysis: The Effect of Sample Size. Psychological Bulletin. 103(3), pp. 391 - 410. https://doi.org/10.1037//0033-2909.103.3.391
The outward bound bridging course for low'achieving high school males: Effect on academic achievement and multidimensional self'concepts
Marsh, Herb and Richards, Garry. (1988). The outward bound bridging course for low'achieving high school males: Effect on academic achievement and multidimensional self'concepts. Australian Journal of Psychology. 40(3), pp. 281 - 298. https://doi.org/10.1080/00049538808260049
A new, more powerful approach to multitrait-multimethod analyses : Application of second-order confirmatory factor analysis
Marsh, Herbert W. and Hocevar, Dennis. (1988). A new, more powerful approach to multitrait-multimethod analyses : Application of second-order confirmatory factor analysis. Journal of Applied Psychology. 73(1), pp. 107-118. https://doi.org/10.1037/0021-9010.73.1.107
Causal effects of academic self-concept on academic achievement: A reanalysis of Newman (1984)
Marsh, Herb. (1988). Causal effects of academic self-concept on academic achievement: A reanalysis of Newman (1984). Journal of Experimental Education. 56(2), pp. 100 - 103. https://doi.org/10.1080/00220973.1988.10806472
Tennessee Self Concept Scale: Reliability, Internal Structure, and Construct Validity
Marsh, Herb and Richards, Garry. (1988). Tennessee Self Concept Scale: Reliability, Internal Structure, and Construct Validity. Journal of Personality and Social Psychology. 55(4), pp. 612 - 624. https://doi.org/10.1037//0022-3514.55.4.612
Cross'national study of the structure and level of multidimensional self'concepts: An application of confirmatory factor analysis
Marsh, Herb and Smith, Ian D.. (1987). Cross'national study of the structure and level of multidimensional self'concepts: An application of confirmatory factor analysis. Australian Journal of Psychology. 39(1), pp. 61 - 77. https://doi.org/10.1080/00049538708259036
The Multidimensionality of the Rotter I-E Scale and its Higher-order Structure: An Application of Confirmatory Factor Analysis
Marsh, Herb and Richards, Garry. (1987). The Multidimensionality of the Rotter I-E Scale and its Higher-order Structure: An Application of Confirmatory Factor Analysis. Multivariate Behavioral Research. 22(1), pp. 39 - 69. https://doi.org/10.1207/s15327906mbr2201_3
Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research
Marsh, Herb. (1987). Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research. 11(3), pp. 253 - 388. https://doi.org/10.1016/0883-0355(87)90001-2
The Factorial Invariance of Responses by Males and Females to a Multidimensional Self-Concept Instrument: Substantive and Methodological Issues
Marsh, Herb. (1987). The Factorial Invariance of Responses by Males and Females to a Multidimensional Self-Concept Instrument: Substantive and Methodological Issues. Multivariate Behavioral Research. 22(4), pp. 457 - 480. https://doi.org/10.1207/s15327906mbr2204_5
Students' Evaluations of Teaching Effectiveness and Implicit Theories: A Critique of Cadwell and Jenkins (1985)
Marsh, Herb and Groves, Mark A.. (1987). Students' Evaluations of Teaching Effectiveness and Implicit Theories: A Critique of Cadwell and Jenkins (1985). Journal of Educational Psychology. 79(4), pp. 483 - 489. https://doi.org/10.1037/0022-0663.79.4.483
The Assessment Of Writing Effectiveness: A Multidimensional Perspective
Marsh, Herb and Ireland, Robert. (1987). The Assessment Of Writing Effectiveness: A Multidimensional Perspective. Australian Journal of Psychology. 39(3), pp. 353 - 367. https://doi.org/10.1080/00049538708259059
Masculinity, Femininity, and Androgyny: Relations to Self'Esteem and Social Desirability
Marsh, Herb, Antill, John K. and Cunningham, John. (1987). Masculinity, Femininity, and Androgyny: Relations to Self'Esteem and Social Desirability. Journal of Personality. 55(4), pp. 661 - 685. https://doi.org/10.1111/j.1467-6494.1987.tb00457.x
The Big-Fish-Little-Pond Effect on Academic Self-Concept
Marsh, Herb. (1987). The Big-Fish-Little-Pond Effect on Academic Self-Concept. Journal of Educational Psychology. 79(3), pp. 280 - 295. https://doi.org/10.1037//0022-0663.79.3.280
Evaluating tertiary teaching: A New Zealand perspective
Watkins, David A., Marsh, Herb and Young, David. (1987). Evaluating tertiary teaching: A New Zealand perspective. Teaching and Teacher Education. 3(1), pp. 41 - 53. https://doi.org/10.1016/0742-051X(87)90033-3
Masculinity, Femininity and Androgyny: Their Relations With Multiple Dimensions of Self-Concept
Marsh, Herb. (1987). Masculinity, Femininity and Androgyny: Their Relations With Multiple Dimensions of Self-Concept. Multivariate Behavioral Research. 22(1), pp. 91 - 118. https://doi.org/10.1207/s15327906mbr2201_5
Global Self-Esteem. Its Relation to Specific Facets of Self-Concept and Their Importance
Marsh, Herb. (1986). Global Self-Esteem. Its Relation to Specific Facets of Self-Concept and Their Importance. Journal of Personality and Social Psychology. 51(6), pp. 1224 - 1236. https://doi.org/10.1037/0022-3514.51.6.1224
The Rotter locus of control scale: The comparison of alternative response formats and implications for reliability, validity, and dimensionality
Marsh, Herb and Richards, Garry. (1986). The Rotter locus of control scale: The comparison of alternative response formats and implications for reliability, validity, and dimensionality. Journal of Research in Personality. 20(4), pp. 509 - 528. https://doi.org/10.1016/0092-6566(86)90129-7
Multidimensional self-concepts, masculinity, and femininity as a function of women's involvement in athletics
Marsh, Herb and Jackson, S. L.. (1986). Multidimensional self-concepts, masculinity, and femininity as a function of women's involvement in athletics. Sex Roles: A Journal of research. 15(44050), pp. 391 - 415. https://doi.org/10.1007/BF00287980
Applicability Paradigm. Students' Evaluations of Teaching Effectiveness in Different Countries
Marsh, Herb. (1986). Applicability Paradigm. Students' Evaluations of Teaching Effectiveness in Different Countries. Journal of Educational Psychology. 78(6), pp. 465 - 473. https://doi.org/10.1037/0022-0663.78.6.465
Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model
Marsh, Herb. (1986). Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model. American Educational Research Journal. 23(1), pp. 129 - 149. https://doi.org/10.3102/00028312023001129
Self-Serving Effect (Bias?) in Academic Attributions. Its Relation to Academic Achievement and Self-Concept
Marsh, Herb. (1986). Self-Serving Effect (Bias?) in Academic Attributions. Its Relation to Academic Achievement and Self-Concept. Journal of Educational Psychology. 78(3), pp. 190 - 200. https://doi.org/10.1037/0022-0663.78.3.190
Multidimensional Self-Concepts. The Effect of Participation in an Outward Bound Program
Marsh, Herb, Richards, Garry and Barnes, Jennifer. (1986). Multidimensional Self-Concepts. The Effect of Participation in an Outward Bound Program. Journal of Personality and Social Psychology. 50(1), pp. 195 - 204. https://doi.org/10.1037/0022-3514.50.1.195
Masculinity, femininity, and androgyny: A methodological and theoretical critique
Marsh, Herb and Myers, Margaret R.. (1986). Masculinity, femininity, and androgyny: A methodological and theoretical critique. Sex Roles: A Journal of research. 14(44050), pp. 397 - 430. https://doi.org/10.1007/BF00288424
Negative Item Bias in Ratings Scales for Preadolescent Children:. A Cognitive-Developmental Phenomenon
Marsh, Herb. (1986). Negative Item Bias in Ratings Scales for Preadolescent Children:. A Cognitive-Developmental Phenomenon. Developmental Psychology. 22(1), pp. 37 - 49. https://doi.org/10.1037/0012-1649.22.1.37
Age and sex effects in multiple dimensions of preadolescent self'concept: A replication and extension
Marsh, Herb. (1985). Age and sex effects in multiple dimensions of preadolescent self'concept: A replication and extension. Australian Journal of Psychology. 37(2), pp. 197 - 204. https://doi.org/10.1080/00049538508256398
Students' evaluations of university instructors: The applicability of American instruments in a Spanish setting
Marsh, Herb, Tourón, Javier and Wheeler, Barbara. (1985). Students' evaluations of university instructors: The applicability of American instruments in a Spanish setting. Teaching and Teacher Education. 1(2), pp. 123 - 138. https://doi.org/10.1016/0742-051X(85)90011-3
Self-Other Agreement on Multidimensional Self-Concept Ratings. Factor Analysis and Multitrait-Multimethod Analysis
Marsh, Herb, Barnes, Jennifer and Hocevar, Dennis. (1985). Self-Other Agreement on Multidimensional Self-Concept Ratings. Factor Analysis and Multitrait-Multimethod Analysis. Journal of Personality and Social Psychology. 49(5), pp. 1360 - 1377. https://doi.org/10.1037/0022-3514.49.5.1360
Seven-Year Longitudinal Study of the Early Prediction of Reading Achievement
Butler, Susan R., Marsh, Herb, Sheppard, Marlene J. and Sheppard, John L.. (1985). Seven-Year Longitudinal Study of the Early Prediction of Reading Achievement. Journal of Educational Psychology. 77(3), pp. 349 - 361. https://doi.org/10.1037/0022-0663.77.3.349
Application of Confirmatory Factor Analysis to the Study of Self-Concept. First- and Higher Order Factor Models and Their Invariance Across Groups
Marsh, Herb and Hocevar, Dennis. (1985). Application of Confirmatory Factor Analysis to the Study of Self-Concept. First- and Higher Order Factor Models and Their Invariance Across Groups. Psychological Bulletin. 97(3), pp. 562 - 582. https://doi.org/10.1037/0033-2909.97.3.562
Self-Concept: Its Multifaceted, Hierarchical Structure
Marsh, Herb and Shavelson, Richard J.. (1985). Self-Concept: Its Multifaceted, Hierarchical Structure. Educational Psychologist. 20(3), pp. 107 - 123. https://doi.org/10.1207/s15326985ep2003_1
Multidimensional Self-Concepts. Relations With Sex and Academic Achievement
Marsh, Herb, Smith, Ian D. and Barnes, Jennifer. (1985). Multidimensional Self-Concepts. Relations With Sex and Academic Achievement. Journal of Educational Psychology. 77(5), pp. 581 - 596. https://doi.org/10.1037/0022-0663.77.5.581
The Structure of Masculinity/Femininity: An Application of Confirmatory Factor Analysis to Higher-Order Factor Structures and Factorial Invariance
Marsh, Herb. (1985). The Structure of Masculinity/Femininity: An Application of Confirmatory Factor Analysis to Higher-Order Factor Structures and Factorial Invariance. Multivariate Behavioral Research. 20(4), pp. 427 - 449. https://doi.org/10.1207/s15327906mbr2004_5
Self-Description Questionnaire: Age and sex effects in the structure and level of self-concept for preadolescent children
Marsh, Herb, Barnes, Jennifer, Cairns, Len and Tidman, Marjorie. (1984). Self-Description Questionnaire: Age and sex effects in the structure and level of self-concept for preadolescent children. Journal of Educational Psychology. 76(5), pp. 940 - 956. https://doi.org/10.1037/0022-0663.76.5.940
Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievements
Marsh, Herb. (1984). Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievements. Journal of Educational Psychology. 76(6), pp. 1291 - 1308. https://doi.org/10.1037/0022-0663.76.6.1291
Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility
Marsh, Herb. (1984). Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility. Journal of Educational Psychology. 76(5), pp. 707 - 754. https://doi.org/10.1037/0022-0663.76.5.707
Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?
Marsh, Herb and Parker, John W.. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well? Journal of Personality and Social Psychology. 47(1), pp. 213 - 231. https://doi.org/10.1037/0022-3514.47.1.213
Evaluating Reading Diagnostic Tests: An Application of Confirmatory Factor Analysis To Multitrait-Multimethod Data
Marsh, Herb and Butler, Susan R.. (1984). Evaluating Reading Diagnostic Tests: An Application of Confirmatory Factor Analysis To Multitrait-Multimethod Data. Applied Psychological Measurement. 8(3), pp. 307 - 320. https://doi.org/10.1177/014662168400800308
Multidimensional self'concepts: Relationships with inferred self'concepts and academic achievement
Marsh, Herb, Smith, Ian D. and Barnes, Jennifer. (1984). Multidimensional self'concepts: Relationships with inferred self'concepts and academic achievement. Australian Journal of Psychology. 36(3), pp. 367 - 386. https://doi.org/10.1080/00049538408255318
The relationship between dimensions of self-attribution and dimensions of self-concept
Marsh, Herb and None, . (1984). The relationship between dimensions of self-attribution and dimensions of self-concept. Journal of Educational Psychology. 76(1), pp. 3 - 32. https://doi.org/10.1037/0022-0663.76.1.3
Self-concept: The construct validity of interpretations based upon the SDQ
Marsh, Herb, Relich, Joseph D. and Smith, Ian D.. (1983). Self-concept: The construct validity of interpretations based upon the SDQ. Journal of Personality and Social Psychology. 45(1), pp. 173 - 187. https://doi.org/10.1037/0022-3514.45.1.173
Self-concept: Reliability, stability, dimensionality, validity, and the measurement of change
Marsh, Herb, Smith, Ian D., Barnes, Jennifer and Butler, Susan R.. (1983). Self-concept: Reliability, stability, dimensionality, validity, and the measurement of change. Journal of Educational Psychology. 75(5), pp. 772 - 790. https://doi.org/10.1037/0022-0663.75.5.772
Multitrait-Multimethod Analysis: Distinguishing between Items and Traits
Marsh, Herb. (1983). Multitrait-Multimethod Analysis: Distinguishing between Items and Traits. Educational and Psychological Measurement: devoted to the development and application of measures of individual differences. 43(2), pp. 351 - 358. https://doi.org/10.1177/001316448304300204
Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics
Marsh, Herb. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology. 75(1), pp. 150 - 166. https://doi.org/10.1037/0022-0663.75.1.150
The Use of Path Analysis to Estimate Teacher and Course Effects in Student Ratings of Instructional Effectiveness
Marsh, Herb. (1982). The Use of Path Analysis to Estimate Teacher and Course Effects in Student Ratings of Instructional Effectiveness. Applied Psychological Measurement. 6(1), pp. 47 - 59. https://doi.org/10.1177/014662168200600106
Multitrait-multimethod analyses of two self-concept instruments
Marsh, Herb and Smith, Ian D.. (1982). Multitrait-multimethod analyses of two self-concept instruments. Journal of Educational Psychology. 74(3), pp. 430 - 440. https://doi.org/10.1037/0022-0663.74.3.430
Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect
Marsh, Herb and Ware, John E.. (1982). Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox effect. Journal of Educational Psychology. 74(1), pp. 126 - 134. https://doi.org/10.1037/0022-0663.74.1.126
Validity of students' evaluations of college teaching: A multitrait-multimethod analysis
Marsh, Herb. (1982). Validity of students' evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology. 74(2), pp. 264 - 279. https://doi.org/10.1037/0022-0663.74.2.264
Early prediction of reading achievement with the Sheppard School Entry Screening Test: A four-year longitudinal study
Butler, Susan R., Marsh, Herb, Sheppard, Marlene J. and Sheppard, John L.. (1982). Early prediction of reading achievement with the Sheppard School Entry Screening Test: A four-year longitudinal study. Journal of Educational Psychology. 74(2), pp. 280 - 290. https://doi.org/10.1037/0022-0663.74.2.280
Interjudgmental reliability of reviews for the Journal of Educational Psychology
Marsh, Herb and Ball, Samuel B.. (1981). Interjudgmental reliability of reviews for the Journal of Educational Psychology. Journal of Educational Psychology. 73(6), pp. 872 - 880. https://doi.org/10.1037/0022-0663.73.6.872
Students' evaluations of instruction: A longitudinal study of their stability
Overall, J. U. and Marsh, Herb. (1980). Students' evaluations of instruction: A longitudinal study of their stability. Journal of Educational Psychology. 72(3), pp. 321 - 325. https://doi.org/10.1037/0022-0663.72.3.321
Differences in cost, tenure ratio, and faculty flow as a result of changed mandatory retirement ages
Bottomley, Wayne N., Linnell, Robert H. and Marsh, Herb. (1980). Differences in cost, tenure ratio, and faculty flow as a result of changed mandatory retirement ages. Research in Higher Education. 13(3), pp. 261 - 272. https://doi.org/10.1007/BF00991826
Validity of students' evaluations of teaching effectiveness: Cognitive and affective criteria
Marsh, Herb and Overall, J. U.. (1980). Validity of students' evaluations of teaching effectiveness: Cognitive and affective criteria. Journal of Educational Psychology. 72(4), pp. 468 - 475. https://doi.org/10.1037/0022-0663.72.4.468
Validity of student evaluations of instructional effectiveness: A comparison of faculty self-evaluations and evaluations by their students
Marsh, Herb, Overall, J. U. and Kesler, Steven P.. (1979). Validity of student evaluations of instructional effectiveness: A comparison of faculty self-evaluations and evaluations by their students. Journal of Educational Psychology. 71(2), pp. 149 - 160. https://doi.org/10.1037/0022-0663.71.2.149
Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes
Overall, J. U. and Marsh, Herb. (1979). Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes. Journal of Educational Psychology. 71(6), pp. 856 - 865. https://doi.org/10.1037/0022-0663.71.6.856
Long-term stability of students' evaluations: A note on Feldman's "consistency and variability among college students in rating their teachers and courses"
Marsh, Herb and Overall, J. U.. (1979). Long-term stability of students' evaluations: A note on Feldman's "consistency and variability among college students in rating their teachers and courses". Research in Higher Education. 10(2), pp. 139 - 147. https://doi.org/10.1007/BF00976226
Natural anchoring at the neutral point of category rating scales
Marsh, Herb and Parducci, Allen. (1978). Natural anchoring at the neutral point of category rating scales. Journal of Experimental Social Psychology. 14(2), pp. 193 - 204. https://doi.org/10.1016/0022-1031(78)90025-2
Validity and usefulness of student evaluations of instructional quality
Marsh, Herb, Fleiner, Howard and Thomas, Christopher S.. (1975). Validity and usefulness of student evaluations of instructional quality. Journal of Educational Psychology. 67(6), pp. 833 - 839. https://doi.org/10.1037/0022-0663.67.6.833
Assimilation and contrast as range-frequency effects of anchors
Parducci, Allen, Perrett, Daniel S. and Marsh, Herb. (1969). Assimilation and contrast as range-frequency effects of anchors. Journal of Experimental Psychology. 81(2), pp. 281 - 288. https://doi.org/10.1037/h0027741