A short German version of the Self Description Questionnaire I: theoretical and empirical comparability

Journal article

Arens, A. Katrin, Yeung, Alexander Seeshing, Craven, Rhonda G. and Hasselhorn, Marcus. (2013). A short German version of the Self Description Questionnaire I: theoretical and empirical comparability. International Journal of Research and Method in Education. 36(4), pp. 415 - 438. https://doi.org/10.1080/1743727X.2012.710503
AuthorsArens, A. Katrin, Yeung, Alexander Seeshing, Craven, Rhonda G. and Hasselhorn, Marcus
Abstract

This study aims to develop a short German version of the Self Description Questionnaire (SDQ I-GS) in order to present a robust economical instrument for measuring German preadolescents' multidimensional self-concept. A full German version of the SDQ I (SDQ I-G) that maintained the original structure and thus length of the English original SDQ I instrument (Marsh, Herbert W. 1990b. Self Description Questionnaire – I (SDQ I). Manual. Macarthur, NSW, Australia: University of Western Sydney.) served as a basis for empirically deriving the SDQ I-GS. Using a sample of German students in grades 3–6 (N = 1958), the construct validity of the SDQ I-GS was tested by both a within-network approach using confirmatory factor analyses and a between-network approach examining the relations of self-concept to external validity criteria (academic achievement and self-concept factors of another instrument). Construct validity for both the full (SDQ I-G) and the short version (SDQ I-GS) was consistent. Hence, the SDQ I-GS was demonstrated as a shorter and yet psychometrically sound instrument for measuring the multiple facets of self-concept of German preadolescents. The production of an economical instrument may stimulate wider use of self-concept instruments to further advances in self-concept research and theory.

Keywordsself-concept measurement; SDQ I; construct validity; preadolescent children
Year2013
JournalInternational Journal of Research and Method in Education
Journal citation36 (4), pp. 415 - 438
PublisherRoutledge
ISSN1743-727X
Digital Object Identifier (DOI)https://doi.org/10.1080/1743727X.2012.710503
Scopus EID2-s2.0-84883500495
Page range415 - 438
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/8qyz9/a-short-german-version-of-the-self-description-questionnaire-i-theoretical-and-empirical-comparability

Log in to edit

Restricted files

Publisher's version

  • 195
    total views
  • 0
    total downloads
  • 1
    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

A person-centred investigation of the associations between actual and perceived physical fitness among youth with intellectual disabilities
Maiano, Christophe, Morin, Alexandre J. S., Tracey, Danielle, Hue, O. and Craven, Rhonda Gai. (2024). A person-centred investigation of the associations between actual and perceived physical fitness among youth with intellectual disabilities. Journal of Sports Sciences. 42(10), pp. 903-917. https://doi.org/10.1080/02640414.2024.2370150
Indigenous youth wellbeing in higher education : a systematic literature review of qualitative studies
Durmush, Georgia Louise, Craven, Rhonda Gai, Yeung, See Shing, Mooney, Janet, Horwood, Marcus S., Cunha Vasconcellos, Diego Itibere and Franklin, Alicia. (2024). Indigenous youth wellbeing in higher education : a systematic literature review of qualitative studies. Cambridge Journal of Education. 54(2), pp. 295-315. https://doi.org/10.1080/0305764X.2024.2353032
Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities
Olivier, Elizabeth, Jolin, Amy, Dubé, Céleste, Maiano, Christophe, Tracey, Danielle, Craven, Rhonda Gai and Morin, Alexandre J. S.. (2024). Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities. Journal of Autism and Developmental Disorders. pp. 1-17. https://doi.org/10.1007/s10803-024-06359-6
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
What are the success factors for schools in remote Indigenous communities?
Dillon, Anthony William Oswald, Riley, Phil, Filardi, Nicola, Franklin, Alicia, Horwood, Marcus S., McMullan, Jennifer Anne, Craven, Rhonda Gai and Schellekens, Melissa. (2024). What are the success factors for schools in remote Indigenous communities? British Educational Research Journal. 50(3), pp. 944-963. https://doi.org/10.1002/berj.3962
Enabling Indigenous wellbeing in higher education: Indigenous Australian youth-devised strategies and solutions
Durmush, Georgia Louise, Craven, Rhonda Gai, Yeung, See Shing, Mooney, Janet, Horwood, Marcus S., Cunha Vasconcellos, Diego Itibere, Franklin, Alicia, Duncan, Christopher and Gillane, Renee. (2024). Enabling Indigenous wellbeing in higher education: Indigenous Australian youth-devised strategies and solutions. Higher Education. 87(5), pp. 1357-1374. https://doi.org/10.1007/s10734-023-01067-z
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
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
School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities
Dubé, Céleste, Morin, Alexandre J. S., Olivier, Elizabeth, Gilbert, William, Tracey, Danielle, Craven, Rhonda Gai and Maiano, Christophe. (2023). School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities. Journal of Autism and Developmental Disorders. pp. 1-19. https://doi.org/10.1007/s10803-023-06127-y
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
High-ability Aboriginal Australian students’ reasoning about source of effort
Tikoft, Catherine, Craven, Rhonda, Yeung, Alexander and Mooney, Janet. (2023). High-ability Aboriginal Australian students’ reasoning about source of effort. Cambridge Journal of Education. 53(3), pp. 375-396. https://doi.org/10.1080/0305764X.2022.2161475
Validation of an adapted version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID)
Maïano, Christophe, Morin, Alexandre J. S., Gagnon, Cynthia, Olivier, Elizabeth, Tracey, Danielle, Craven, Rhonda G. and Bouchard, Stéphane. (2023). Validation of an adapted version of the Glasgow Anxiety Scale for People with Intellectual Disabilities (GAS-ID). Journal of Autism and Developmental Disorders. 53(4), pp. 1560-1572. https://doi.org/10.1007/s10803-021-05398-7
A cross-cultural investigation of basic psychological need satisfaction at work in an Indigenous and non-Indigenous Australian sample across occupation types
Magson, Natasha R., Craven, Rhonda G., Ryan, Richard M., Dillon, Anthony, Mooney, Janet, Blacklock, Fabri, Yeung, Alexander S., Kadir, Munirah S. and Franklin, Alicia. (2022). A cross-cultural investigation of basic psychological need satisfaction at work in an Indigenous and non-Indigenous Australian sample across occupation types. Journal of Cross-Cultural Psychology. 53(2), pp. 213-238. https://doi.org/10.1177/00220221211060441
The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees
Magson, Natasha R., Craven, Rhonda G., Ryan, Richard M., Blacklock, Fabri, Franklin, Alicia, Mooney, Janet, Yeung, Alexander S. and Dillon, Anthony. (2022). The associations between basic psychological need satisfaction at work and the wellbeing of Indigenous and non-Indigenous employees. Transcultural Psychiatry. pp. 244-266. https://doi.org/10.1177/13634615221111634
Boarding schools : A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing
Dillon, Anthony, Craven, Rhonda G., Guo, Jiesi, Yeung, Alexander S., Mooney, Janet, Franklin, Alicia and Brockman, Rob. (2022). Boarding schools : A longitudinal examination of Australian Indigenous and non-Indigenous boarders’ and non-boarders’ wellbeing. British Educational Research Journal. 48(4), pp. 751-770. https://doi.org/10.1002/berj.3792
Social interaction profiles among youth with intellectual disabilities : Associations with indicators of psychosocial adjustment
Dubé, Céleste, Morin, Alexandre J. S., Tóth-Király, István, Olivier, Elizabeth, Tracey, Danielle, McCune, Victoria Smodis, Craven, Rhonda G. and Maïano, Christophe. (2022). Social interaction profiles among youth with intellectual disabilities : Associations with indicators of psychosocial adjustment. Journal of Autism and Developmental Disorders. pp. 1-19. https://doi.org/10.1007/s10803-022-05783-w
Longitudinal associations between relationship quality and depression among youth with intellectual disabilities : A latent change perspective
Dubé, Céleste, Morin, Alexandre J. S., Olivier, Elizabeth, Tóth-Király, István, Tracey, Danielle, Craven, Rhonda G. and Maïano, Christophe. (2022). Longitudinal associations between relationship quality and depression among youth with intellectual disabilities : A latent change perspective. Journal of Autism and Developmental Disorders. pp. 1-18. https://doi.org/10.1007/s10803-022-05805-7
Validation of a revised version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R)
Olivier, Elizabeth, Lacombe, Corina, Morin, Alexandre J. S., Houle, Simon A., Gagnon, Cynthia, Tracey, Danielle, Craven, Rhonda G. and Maïano, Christophe. (2022). Validation of a revised version of the Center for Epidemiologic Depression Scale for Youth with Intellectual Disabilities (CESD-ID-R). Journal of Autism and Developmental Disorders. 52(10), pp. 4554-4567. https://doi.org/10.1007/s10803-021-05334-9
A psychometric validation of the motives for physical activity measure for youth with intellectual disabilities (MPAM-ID)
Maïano, Christophe, Morin, Alexandre J. S., Tracey, Danielle, Gagnon, Cynthia, Smodis McCune, Victoria and Craven, Rhonda G.. (2022). A psychometric validation of the motives for physical activity measure for youth with intellectual disabilities (MPAM-ID). Disability and Rehabilitation. 44(22), pp. 6841-6850. https://doi.org/10.1080/09638288.2021.1970828
Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities
Dubé, Céleste, Olivier, Elizabeth, Morin, Alexandre J. S., Tracey, Danielle, Craven, Rhonda Gai and Maiano, Christophe. (2022). Toward a comprehensive assessment of relationships with teachers and parents for youth with intellectual disabilities. Journal of Autism and Developmental Disorders. 52(6), pp. 2670-2688. https://doi.org/10.1007/s10803-021-05117-2
Empowering the voices and agency of Indigenous Australian youth and their wellbeing in higher education✰
Durmush, Georgia, Craven, Rhonda G., Brockman, Robert, Yeung, Alexander Seeshing, Mooney, Janet, Turner, Karen and Guenther, John. (2021). Empowering the voices and agency of Indigenous Australian youth and their wellbeing in higher education✰. International Journal of Educational Research. 109, p. Article 101798. https://doi.org/10.1016/j.ijer.2021.101798
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
Validation of a revised version of the Physical Self-Inventory – Very Short form for youth with intellectual disabilities (PSI-VS-ID-R) : A Bayesian structural equation modeling approach
Maiano, Christophe, Morin, Alexandre J. S., Gagnon, Cynthia, Tracey, Danielle, Dubé, Céleste and Craven, Rhonda G.. (2021). Validation of a revised version of the Physical Self-Inventory – Very Short form for youth with intellectual disabilities (PSI-VS-ID-R) : A Bayesian structural equation modeling approach. Psychology of Sport and Exercise. 57, p. Article: 102029. https://doi.org/10.1016/j.psychsport.2021.102029
Development and validation of a multi-informant measure of social behaviors for youth with intellectual disabilities
Olivier, Elizabeth, Morin, Alexandre J. S., Tracey, Danielle, Verma, Neha, Dubé, Céleste, Gagnon, Cynthia, Craven, Rhonda G. and Maïano, Christophe. (2021). Development and validation of a multi-informant measure of social behaviors for youth with intellectual disabilities. Research on Child and Adolescent Psychopathology. 49(12), pp. 1649-1667. https://doi.org/10.1007/s10802-021-00846-5
The Task and Ego Orientation in Sport Questionnaire adapted for youth with intellectual disabilities (TEOSQ-ID)
Tracey, Danielle, Maïano, Christophe, Gagnon, Cynthia, Craven, Rhonda, McCune, Victoria Smodis and Morin, Alexandre J. S.. (2021). The Task and Ego Orientation in Sport Questionnaire adapted for youth with intellectual disabilities (TEOSQ-ID). Psychology of Sport and Exercise. 56, p. 102006. https://doi.org/10.1016/j.psychsport.2021.102006
Together we can’t lose
Craven, Rhonda Gai. (2020). Together we can’t lose. In In Craven, R. (Ed.). Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching, 2nd Edition pp. 315-329 Routledge. https://doi.org/10.4324/9781003117674-16
Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school
Dillon, Anthony, Craven, Rhonda G., Kaur, Gurvinder and Yeung, Alexander Seeshing. (2020). Support for Aboriginal and non-Aboriginal Australian students’ wellbeing at school. International Journal of Educational Research. 99, pp. 1 - 11. https://doi.org/10.1016/j.ijer.2019.101520
Learner perceptions versus technology usage : A study of adolescent English learners in Hong Kong secondary schools
Lee, Cynthia, Yeung, Alexander Seeshing and Cheung, Kwok Wai. (2019). Learner perceptions versus technology usage : A study of adolescent English learners in Hong Kong secondary schools. Computers and Education. 133, pp. 13-26. https://doi.org/10.1016/j.compedu.2019.01.005
Optimization: In-depth examination and proposition
Huy P Phan, B H Ngu and Alexander Seeshing Yeung. (2019). Optimization: In-depth examination and proposition. Frontiers in Psychology. 10(1398), pp. 1-16. https://doi.org/10.3389/fpsyg.2019.01398
Discrimination as a frame-of-reference effect in overlapping friendship communities of ethnically diverse youth
Sahdra, Baljinder K., Parker, Philip D., Craven, Rhonda G., Brockman, Robert, Devine, E. K., Conigrave, J. and Chang, D. F.. (2019). Discrimination as a frame-of-reference effect in overlapping friendship communities of ethnically diverse youth. Cultural Diversity and Ethnic Minority Psychology. https://doi.org/10.1037/cdp0000247
School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia
Hanly, Mark, Edwards, Ben, Goldfeld, Sharon, Craven, Rhonda G., Mooney, Janet, Jorm, Louisa and Falster, Kathleen. (2019). School starting age and child development in a state-wide, population-level cohort of children in their first year of school in New South Wales, Australia. Early Childhood Research Quarterly. 48, pp. 325 - 340. https://doi.org/10.1016/j.ecresq.2019.01.008
A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference?
Goodwin, A. Lin, Low, Ee Ling, Cai, Li and Yeung, Alexander Seeshing. (2019). A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference? Teaching and Teacher Education. 83, pp. 148 - 155. https://doi.org/10.1016/j.tate.2019.03.015
Positive education : Theory, practice, and challenges
Pennington, Rose, Yeung, Alexander Seeshing, Dillon, Anthony and Noble, Toni. (2018). Positive education : Theory, practice, and challenges. In In Caudle, Lori A. (Ed.). Teachers and teaching : Global practices, challenges and prospects pp. 139-156 Nova Science Publishers.
Managing element interactivity in equation solving
Ngu, Bing Hiong, Phan, Huy P., Yeung, Alexander Seeshing and Chung, Siu Fung. (2018). Managing element interactivity in equation solving. Educational Psychology Review. 30(1), pp. 255-272. https://doi.org/10.1007/s10648-016-9397-8
Learning to solve challenging percentage-change problems: A cross-cultural study from a cognitive load perspective
Ngu, Bing Hiong, Yeung, Alexander Seeshing, Phan, Huy P., Hong, Kian Sam and Usop, Hasbee. (2018). Learning to solve challenging percentage-change problems: A cross-cultural study from a cognitive load perspective. Journal of Experimental Education. 86(3), pp. 362 - 385. https://doi.org/10.1080/00220973.2017.1347774
Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation
Kadir Binte, Munirah Shaik, Yeung, Alex, Ryan, Richard, Forbes, Anne and Diallo, Thierno M. O.. (2018). Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation. Educational Psychology Review. https://doi.org/10.1007/s10648-018-9449-3
University English language learners' readiness to use computer technology for self-directed learning
Lee, Cynthia, Yeung, Alex and Ip, Tiffany. (2017). University English language learners' readiness to use computer technology for self-directed learning. System. 67, pp. 99 - 110. https://doi.org/10.1016/j.system.2017.05.001
Data Resource Profile: Seeding Success: A crosssectoral data resource for early childhood health and development research in Australian Aboriginal and non-Aboriginal children
Falster, Kathleen, Jorgensen, Mikaela, Hanly, Mark, Banks, Emily, Brownell, Marni, Eades, Sandra, Craven, Rhonda, Goldfeld, Sharon, Randall, Deborah and Jorm, Louisa. (2017). Data Resource Profile: Seeding Success: A crosssectoral data resource for early childhood health and development research in Australian Aboriginal and non-Aboriginal children. International Journal of Epidemiology. 46(5), pp. 1365 - 1366j. https://doi.org/10.1093/ije/dyx051
Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities
Morin, Alexandre J.S., Arens, A. Katrin, Maïano, Christophe, Ciarrochi, Joseph, Tracey, Danielle, Parker, Philip D. and Craven, Rhonda G.. (2017). Reciprocal relationships between teacher ratings of internalizing and externalizing behaviors in adolescents with different levels of cognitive abilities. Journal of Youth and Adolescence. 46(4), pp. 801-825. https://doi.org/10.1007/s10964-016-0574-3
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.
Simultaneous testing of four decades of academic self-concept models
Kadir, Munirah Shaik, Yeung, Alexander Seeshing and Diallo, Thierno M. O.. (2017). Simultaneous testing of four decades of academic self-concept models. Contemporary Educational Psychology. 51, pp. 429 - 446. https://doi.org/10.1016/j.cedpsych.2017.09.008
Attitude to non-violence scale: validity and practical use
Craven, Rhonda, Seaton, Marjorie and Yeung, Alex. (2017). Attitude to non-violence scale: validity and practical use. Journal of Interpersonal Violence: concerned with the study and treatment of victims and perpetrators of physical and sexual violence. 32(13), pp. 2018 - 2045. https://doi.org/10.1177/0886260515590785
Advancing primary teachers' awareness of the nature of science through communities of science practice
Forbes, Anne, Kadir, Munirah Shaik and Yeung, Alexander Seeshing. (2017). Advancing primary teachers' awareness of the nature of science through communities of science practice. In In R. V. Nata (Ed.). Progress in Education pp. 55 - 81 Nova Science Publishers.
Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations
Bodkin-Andrews, Gawaian, Whittaker, Alison, Harrison, Neil, Craven, Rhonda, Parker, Phil, Trudgett, Michelle and Page, Susan. (2017). Exposing the patterns of statistical blindness: centring indigenous standpoints on student identity, motivation, and future aspirations. Australian Journal of Education. 61(3), pp. 225 - 249. https://doi.org/10.1177/0004944117731360
Self-esteem trajectories and their social determinants in adolescents with different levels of cognitive ability
Morin, Alexandre J. S., Arens, A. Katrin, Tracey, Danielle, Parker, Philip D., Ciarrochi, Joseph, Craven, Rhonda and Maïano, Christophe. (2017). Self-esteem trajectories and their social determinants in adolescents with different levels of cognitive ability. American Journal on Intellectual and Developmental Disabilities. 122(6), pp. 539-560. https://doi.org/10.1352/1944-7558-122.6.539
Toward a positive psychology of indigenous thriving and reciprocal research partnership model
Craven, Rhonda Gai, Ryan, Richard Michael, Mooney, Janet, Vallerand, Robert J., Dillon, Anthony William Oswald, Blacklock, Fabri and Magson, Natasha R.. (2016). Toward a positive psychology of indigenous thriving and reciprocal research partnership model. Contemporary Educational Psychology. 43, pp. 32-43. https://doi.org/10.1016/j.cedpsych.2016.04.003
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
Reciprocal relations between Chinese students beliefs of competence, effort goal, and academic achievement
Yeung, Alexander Seeshing, Han, FeiFei and Lee, Frances Lai Mui. (2016). Reciprocal relations between Chinese students beliefs of competence, effort goal, and academic achievement. In In R. B.King and A. B. I.Bernardo (Ed.). The Psychology of Asian Learners pp. 319 - 355 Springer. https://doi.org/10.1007/978-981-287-576-1
Achieving optimal best: instructional efficiency and the use of cognitive load theory in mathematical problem solving
Phan, Huy P., Ngu, B. H. and Yeung, Alex. (2016). Achieving optimal best: instructional efficiency and the use of cognitive load theory in mathematical problem solving. Educational Psychology Review. 29(4), pp. 667 - 692. https://doi.org/10.1007/s10648-016-9373-3
It is risky business : Can social capital reduce risk-taking behaviours among disadvantaged youth?
Magson, Natasha R., Craven, Rhonda G., Munns, Geoff and Yeung, Alexander S.. (2016). It is risky business : Can social capital reduce risk-taking behaviours among disadvantaged youth? Journal of Youth Studies. 19(5), pp. 569-592. https://doi.org/10.1080/13676261.2015.1098776
Self-construal, incremental beliefs of ability, and learning preferences of singapore students
Luo, Wenshu and Yeung, Alexander Seeshing. (2016). Self-construal, incremental beliefs of ability, and learning preferences of singapore students. In In R. B.King and A. B. I.Bernardo (Ed.). The Psychology of Asian Learners pp. 593 - 606 Springer.
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
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
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
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
Use of computer technology for English language learning: Do learning styles, gender, and age matter?
Lee, Cynthia, Yeung, Alexander Seeshing and Ip, Tiffany. (2016). Use of computer technology for English language learning: Do learning styles, gender, and age matter? Computer Assisted Language Learning. 29(5), pp. 1035 - 1049. https://doi.org/10.1080/09588221.2016.1140655
A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians
Tracey, Danielle, Craven, Rhonda Gai, Yeung, Alexander Seeshing, Tregeagle, Susan, Burnstein, Jodi and Stanley, Helena. (2016). A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians. International Journal of Inclusive Education. 20(6), pp. 641 - 658. https://doi.org/10.1080/13603116.2015.1102341
Positive behavior interventions : The issue of sustainability of positive effects
Yeung, Alexander S., Craven, Rhonda G., Mooney, Mary, Tracey, Danielle, Barker, Katrina, Power, Anne, Dobia, Brenda, Chen, Zhu, Schofield, Jill and Lewis, Timothy J.. (2016). Positive behavior interventions : The issue of sustainability of positive effects. Educational Psychology Review. 28(1), pp. 145-170. https://doi.org/10.1007/s10648-015-9305-7
Teacher perceptions of factors for successful inclusive early childhood education in Hong Kong
Lee, Frances Lai Mui, Yeung, Alexander Seeshing, Barker, Katrina, Tracey, Danielle and Fan, Jesmond. (2015). Teacher perceptions of factors for successful inclusive early childhood education in Hong Kong. Australasian Journal of Special Education. 39(2), pp. 97 - 112. https://doi.org/10.1017/jse.2015.3
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
Enhancing playful teachers' perception of the importance of ICT use in the classroom: The role of risk taking as a mediator
Goodwin, A. Lin, Low, Ee Ling, Ng, Pak Tee, Yeung, Alexander S. and Cai, Li. (2015). Enhancing playful teachers' perception of the importance of ICT use in the classroom: The role of risk taking as a mediator. Australian Journal of Teacher Education. 40(4), pp. 133 - 150. https://doi.org/10.14221/ajte.2015v40n4.8
Inclusion of children with special needs in early childhood education : What teacher characteristics matter
Lee, Frances Lai Mui, Yeung, Alexander, Tracey, Danielle and Barker, Katrina. (2015). Inclusion of children with special needs in early childhood education : What teacher characteristics matter. Topics in Early Childhood Special Education. 35(2), pp. 79 - 88. https://doi.org/10.1177/0271121414566014
The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organization
Nie, Youyan, Chua, Bee Leng, Yeung, Alexander Seeshing, Ryan, Richard M. and Chan, Wai Yen. (2015). The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organization. International Journal of Psychology. 50(4), pp. 245 - 255. https://doi.org/10.1002/ijop.12110
Maximizing the benefit of technology for language learning
Yeung, Alexander Seeshing, Chen, Zhu and Li, Bingyi. (2015). Maximizing the benefit of technology for language learning. In In C. Koh (Ed.). Motivation, leadership and curriculum design: Engaging the Net Generation and 21st century learners pp. 185 - 199 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-287-230-2_15
Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context
Ngu, Bing Hiong, Yeung, Alexander Seeshing and Phan, Huy P.. (2015). Constructing a coherent problem model to facilitate algebra problem solving in a chemistry context. International Journal of Mathematical Education in Science and Technology. 46(3), pp. 388 - 403. https://doi.org/10.1080/0020739X.2014.979899
Learning to teach in a research-oriented school-based language teaching programme
Chen, Zhu and Yeung, Alexander S.. (2015). Learning to teach in a research-oriented school-based language teaching programme. Electronic Journal of Foreign Language Teaching. 12(2), pp. 183 - 199.
Academic self-concepts in ability streams: considering domain specificity and same-stream peers
Liem, Gregory Arief, McInerney, Dennis and Yeung, Alexander S.. (2015). Academic self-concepts in ability streams: considering domain specificity and same-stream peers. The journal of experimental education. 83(1), pp. 83 - 109. https://doi.org/10.1080/00220973.2013.876227
What factors contribute to positive early childhood health and development in Australian Aboriginal children? Protocol for a population-based cohort study using linked administrative data (The Seeding Success Study)
Falster, Kathleen, Jorm, Louisa, Eades, Sandra, Lynch, John, Banks, Emily, Brownell, Marni, Craven, Rhonda, Einarsdottir, Kristjana and Randall, Deborah. (2015). What factors contribute to positive early childhood health and development in Australian Aboriginal children? Protocol for a population-based cohort study using linked administrative data (The Seeding Success Study). BMJ Open. 5(5), pp. 1 - 14. https://doi.org/10.1136/bmjopen-2015-007898
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
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..
Self-efficacy in Teaching Chinese as a Foreign Language in Australian Schools
Chen, Zhu and Yeung, Alexander S.. (2015). Self-efficacy in Teaching Chinese as a Foreign Language in Australian Schools. Australian Journal of Teacher Education. 40(8), pp. 24 - 42. https://doi.org/10.14221/ajte.2015v40n8.2
Cognitive load in percentage change problems : Unitary, pictorial, and equation approaches to instruction
Ngu, Bing Hiong, Yeung, Alexander Seeshing and Tobias, Steve. (2014). Cognitive load in percentage change problems : Unitary, pictorial, and equation approaches to instruction. Instructional Science. 42(5), pp. 685 - 713. https://doi.org/10.1007/s11251-014-9309-6
Indigenous and non-Indigenous medical students' perspectives on willingness to serve in underserviced communities
Craven, Rhonda G., Yeung, Alexander Seeshing, Li, Bingyi and Wilson, Ian. (2014). Indigenous and non-Indigenous medical students' perspectives on willingness to serve in underserviced communities. In In F. Dervin and H. Regnarsdottir (Ed.). Origins: A sustainable concept in education pp. 51 - 69 Sense Publishers. https://doi.org/10.1007/978-94-6209-854-1_4
Pre-service teachers' motivation in using digital technology
Yeung, Alexander S, Tay, E, Hui, C, Lin, Jane and Low, E. (2014). Pre-service teachers' motivation in using digital technology. Australian Journal of Teacher Education. 39(3), pp. 135 - 153. https://doi.org/10.14221/ajte.2014v39n3.1
Enhancing reading skills and reading self-concept of children with reading difficulties : Adopting a dual approach intervention
Hornery, Samantha, Seaton, Marjorie, Tracey, Danielle, Craven, Rhonda and Yeung, See. (2014). Enhancing reading skills and reading self-concept of children with reading difficulties : Adopting a dual approach intervention. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 131 - 143.
The impact of professional development and indigenous education officers on Australian teachers' indigenous teaching and learning
Craven, Rhonda, Yeung, Alexander S and Han, FeiFei. (2014). The impact of professional development and indigenous education officers on Australian teachers' indigenous teaching and learning. Australian Journal of Teacher Education. 39(8), pp. 85 - 108. https://doi.org/10.14221/ajte.2014v39n8.6
Volunteers supporting children with reading difficulties in schools: motives and rewards
Tracey, Danielle, Hornery, Samantha, Seaton, Marjorie, Craven, Rhonda G. and Yeung, Alexander S.. (2014). Volunteers supporting children with reading difficulties in schools: motives and rewards. School Community Journal. 24(1), pp. 49 - 68.
Motivation matters : Profiling Indigenous and non-Indigenous students' motivational goals
Magson, Natasha, Craven, Rhonda, Nelson, Genevieve, Yeung, See, Bodkin-Andrews, Gawaian and McInerney, Dennis. (2014). Motivation matters : Profiling Indigenous and non-Indigenous students' motivational goals. Australian Journal of Indigenous Education. 43(2), pp. 96 - 112.
Teachers' self-concept and valuing of learning: Relations with teaching approaches and beliefs about students
Yeung, Alexander Seeshing, Craven, Rhonda G. and Kaur, Gurvinder. (2014). Teachers' self-concept and valuing of learning: Relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education. 42(3), pp. 305 - 320. https://doi.org/10.1080/1359866X.2014.905670
Examining the genetic contribution to ADHD
Dillon, Anthony William Oswald and Craven, Rhonda G.. (2014). Examining the genetic contribution to ADHD. Ethical Human Psychology and Psychiatry. 16(1), pp. 20 - 28. https://doi.org/10.1891/1559-4343.16.1.20
Volunteers Supporting Children with Reading Difficulties in Schools : Motives and Rewards
Tracey, Danielle, Hornery, Samantha, Seaton, Marjorie, Craven, Rhonda and Yeung, Alexander Seeshing. (2014). Volunteers Supporting Children with Reading Difficulties in Schools : Motives and Rewards. School Community Journal. 24(1), pp. 49 - 68.
What predicts teachers' acceptance of students with special educational needs in kindergarten?
Lai-Mui-Lee, Frances, Tracey, Danielle, Barker, Katrina, Fan, Jesmond and Yeung, Alexander S.. (2014). What predicts teachers' acceptance of students with special educational needs in kindergarten? Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 60 - 70.
Asian students in Australia: sources of the academic self
Yeung, Alexander S., McInerney, Dennis M. and Ali, Jinnat. (2014). Asian students in Australia: sources of the academic self. Educational Psychology. 34(5), pp. 598 - 618. https://doi.org/10.1080/01443410.2014.915928
Seeding Science Success : Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations
Chandrasena, Wanasinghe, Craven, Rhonda G., Tracey, Danielle and Dillon, Anthony. (2014). Seeding Science Success : Psychometric Properties of Secondary Science Questionnaire on Students' Self-Concept, Motivation, and Aspirations. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 186 - 201.
Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement
Arens, A. Katrin, Bodkin-Andrews, Gawaian, Craven, Rhonda G. and Yeung, Alexander S.. (2014). Self-concept of Indigenous and non-Indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences: journal of psychology and education. 32, pp. 93 - 103. https://doi.org/10.1016/j.lindif.2014.03.019
Bubalamai Bawa Gumada (Healing the Wounds of the Heart): The search for resiliency against racism for Aboriginal Australian students
Bodkin-Andrews, Gawaian and Craven, Rhonda G.. (2014). Bubalamai Bawa Gumada (Healing the Wounds of the Heart): The search for resiliency against racism for Aboriginal Australian students. ACER Research Conference 2014 : Quality and Equity : What does research tell us?. Australia: ACER Press. pp. 49 - 58
Influences of mastery goal and perceived competence on educational outcomes
Yeung, Alexander Seeshing, Craven, Rhonda and Kaur, Gurvinder. (2014). Influences of mastery goal and perceived competence on educational outcomes. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 117 - 130.
Saudi female students learning English: Motivation, effort, and anxiety
Al Shaye, Rasha, Yeung, Alexander S. and Suliman, Rosemary. (2014). Saudi female students learning English: Motivation, effort, and anxiety. International Journal of Learner Diversity and Identities. 20(4), pp. 1 - 13.
Young second language learners' competence and affective self-concept
Tracey, Danielle, Yeung, Alexander Seeshing, Arens, A. Katrin and Ng, Christina. (2014). Young second language learners' competence and affective self-concept. Asian EFL Journal. 16(4), pp. 76 - 95.
Asian students in Australia : Sources of the academic self
Yeung, Alexander Seeshing, McInerney, Dennis and Ali, Jinnat. (2014). Asian students in Australia : Sources of the academic self. Educational Psychology : An international journal of experimental educational psychology. 34(5), pp. 598 - 618. https://doi.org/10.1080/01443410.2014.915928
Measuring social capital : The development of the Social Capital and Cohesion Scale and the associations between social capital and mental health
Magson, Natasha R., Craven, Rhonda G. and Bodkin-Andrews, Gawaian. (2014). Measuring social capital : The development of the Social Capital and Cohesion Scale and the associations between social capital and mental health. Australian Journal of Educational and Developmental Psychology. 14(Special Issue), pp. 202 - 216.
Native Language Self-Concept and Reading Self-Concept : Same or Different?
Arens, A, Yeung, Alexander Seeshing and Hasselhorn, Marcus. (2014). Native Language Self-Concept and Reading Self-Concept : Same or Different? Journal of Experimental Education. 82(2), pp. 229 - 252. https://doi.org/10.1080/00220973.2013.813362
Motivational cognitions and behaviors for metropolitan aboriginal and non-aboriginal Australian students
Bodkin-Andrews, Gawaian, Craven, Rhonda G., Parker, Philip D., Kaur, Gurvinder and Yeung, Alexander S.. (2013). Motivational cognitions and behaviors for metropolitan aboriginal and non-aboriginal Australian students. In In G. A. D. Liem and A. B. I. Bernado (Ed.). Advancing Cross-Cultural Perspectives on Educational Psychology pp. 295 - 316 Information Age Publishing.
Relationship between self-esteem and academic self-concept for German elementary and secondary school students
Arens, A. Katrin, Yeung, Alexander Seeshing, Nagengast, Benjamin and Hasselhorn, Marcus. (2013). Relationship between self-esteem and academic self-concept for German elementary and secondary school students. Educational Psychology. 33(4), pp. 443 - 464. https://doi.org/10.1080/01443410.2013.772772
Identifying the fairy dust effect for indigenous Australian students: is positive psychology truly a [Peter] Pan theory?
Bodkin-Andrews, Gawaian, Denson, Nida, Finger, Linda and Craven, Rhonda. (2013). Identifying the fairy dust effect for indigenous Australian students: is positive psychology truly a [Peter] Pan theory? In In R. Cravem, G. Bodkin-Andrews and J. Mooney (Ed.). Indigenous Peoples pp. 183 - 210 Information Age Publishing.
Seeding success in indigenous Australian higher education : Indigenous Australian students' participation in higher education and potential ways forward
Craven, Rhonda and Dillon, Anthony. (2013). Seeding success in indigenous Australian higher education : Indigenous Australian students' participation in higher education and potential ways forward. Diversity in Higher Education. https://doi.org/10.1108/S1479-3644(2013)0000014001
The role of self-concept in medical education
Yeung, Alexander Seeshing, Li, Bingyi, Wilson, Ian and Craven, Rhonda G.. (2013). The role of self-concept in medical education. Journal of Further and Higher Education. 38(6). https://doi.org/10.1080/0309877X.2013.765944
Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school
Arens, A. Katrin, Yeung, Alexander Seeshing, Craven, Rhonda G., Watermann, Rainer and Hasselhorn, Marcus. (2013). Does the timing of transition matter? Comparison of German students' self-perceptions before and after transition to secondary school. International Journal of Educational Research. 57, pp. 1 - 11. https://doi.org/10.1016/j.ijer.2012.11.001
School-wide positive behavior for learning: Effects of dual focus on boys' and girls' behavior and motivation for learning
Yeung, Alexander Seeshing, Barker, Katrina, Tracey, Danielle and Mooney, Mitchell. (2013). School-wide positive behavior for learning: Effects of dual focus on boys' and girls' behavior and motivation for learning. International Journal of Educational Research. 62, pp. 1 - 10. https://doi.org/10.1016/j.ijer.2013.06.002
Negotiating racism: The voices of Aboriginal Australian post-graduate students
Bodkin-Andrews, Gawaian and Craven, Rhonda G.. (2013). Negotiating racism: The voices of Aboriginal Australian post-graduate students. Diversityin Higher Education (14), pp. 157 - 185. https://doi.org/10.1108/S1479-3644(2013)0000014007
Questioning new directions in understanding student motivation : An investigation into the domain specificity of motivational goals
Magson, Natasha, Bodkin-Andrews, Gawaian, Craven, Rhonda, Nelson, Genevieve and Yeung, See. (2013). Questioning new directions in understanding student motivation : An investigation into the domain specificity of motivational goals. Australian Educational and Developmental Psychologist. https://doi.org/10.1017/edp.2013.11
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.
Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing
Ngu, Bing H. and Yeung, Alexander S.. (2013). Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing. The Journal of Mathematical Behavior. 32(2), pp. 197 - 208. https://doi.org/10.1016/j.jmathb.2013.02.003
Motivation for achieving high marks: Are Anglo and Asian children different in Australian schools similar or different?
Yeung, Alexander Seeshing. (2013). Motivation for achieving high marks: Are Anglo and Asian children different in Australian schools similar or different? In In G. A. D. Liem and A. B. I. Bernardo (Ed.). Advancing cross-cultural perspectives on educational psychology pp. 253 - 271 Information Age Publishing.
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
Indigenous students in medical education: Seeding success in motivating doctors to serve underserved indigenous communities
Yeung, Alexander Seeshing, Craven, Rhonda G., Wilson, Ian, Ali, Jinnat and Li, Bingyi. (2013). Indigenous students in medical education: Seeding success in motivating doctors to serve underserved indigenous communities. In In Craven, Rhonda G. and Mooney, Janet (Ed.). Seeding success in Indigenous Australian higher education pp. 277-300 https://doi.org/10.1108/S1479-3644(2013)0000014012
A critical analysis of core Aboriginal Studies subjects
Mooney, Janet and Craven, Rhonda G.. (2013). A critical analysis of core Aboriginal Studies subjects. In In RG Craven and J Mooney (Ed.). Seeding success in indigenous Australian higher education pp. 319 - 342 Emerald. https://doi.org/10.1108/S1479-3644(2013)0000014014
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
Self-concepts and educational outcomes of indigenous Australian students in urban and rural school settings
Yeung, Alexander Seeshing, Craven, Rhonda G. and Ali, Jinnat. (2013). Self-concepts and educational outcomes of indigenous Australian students in urban and rural school settings. School Psychology International. 34(4), pp. 405 - 427. https://doi.org/10.1177/0143034312446890
Inventory of pedagogy and practice: Confirmatory factor analysis of multiple facets of teaching
Yeung, Alexander S., Taylor, Peter G. and McWilliam, Erica L.. (2013). Inventory of pedagogy and practice: Confirmatory factor analysis of multiple facets of teaching. International Journal of Research and Method in Education. 36(2), pp. 162 - 178. https://doi.org/10.1080/1743727X.2012.696243
The nurses self-concept instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses
Angel, Elizabeth, Craven, Rhonda and Denson, Nida. (2012). The nurses self-concept instrument (NSCI): Assessment of psychometric properties for Australian domestic and international student nurses. International Journal of Nursing Studies. 49(7), pp. 880 - 886. https://doi.org/10.1016/j.ijnurstu.2012.01.016
Mastery goal, value and self-concept: what do they predict?
Yeung, Alexander S., Craven, Rhonda G. and Kaur, Gurvinder. (2012). Mastery goal, value and self-concept: what do they predict? Educational Research. 54(4), pp. 469 - 482. https://doi.org/10.1080/00131881.2012.734728
Engaging the Disengaged?: A Longitudinal Analysis of the Relations Between Indigenous and Non-Indigenous Australian Students' Academic Self-Concept and Disengagement
Bodkin-Andrews, Gawaian, O'Rourke, Virginia, Dillon, Anthony, Craven, Rhonda and Yeung, See. (2012). Engaging the Disengaged?: A Longitudinal Analysis of the Relations Between Indigenous and Non-Indigenous Australian Students' Academic Self-Concept and Disengagement. Journal of Cognitive Education and Psychology. 11(2), pp. 179 - 195. https://doi.org/10.1891/1945-8959.11.2.179
Relating use of digital technology by pre-service teachers to confidence: A Singapore survey
Yeung, Alexander Seeshing, Lim, Kam Ming, Tay, Eng Guan, Lam-Chiang, Audrey Cheausim and Hui, Chenri. (2012). Relating use of digital technology by pre-service teachers to confidence: A Singapore survey. Australasian Journal of Educational Technology. 28(8), pp. 1317 - 1332.
Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context
Ngu, Bing and Yeung, Alexander Seeshing. (2012). Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context. Contemporary Educational Psychology. 37(1), pp. 14 - 32. https://doi.org/10.1016/j.cedpsych.2011.09.001
Self-concepts of English-speaking and non-English-speaking students in an English-speaking country
Yeung, Alexander See. (2012). Self-concepts of English-speaking and non-English-speaking students in an English-speaking country. In In A. S. Yeung, E. L. Brown and C. Fong King Lee (Ed.). Communication and language: Surmounting barriers to cross-cultural understanding, educational equity, and social justice pp. 343 - 393 Information Age Publishing, Inc..
The nurses' self-concept instrument (NSCI) : A comparison of domestic and international student nurses' professional self-concepts from a large Australian University
Angel, Elizabeth, Craven, Rhonda and Denson, Nida. (2012). The nurses' self-concept instrument (NSCI) : A comparison of domestic and international student nurses' professional self-concepts from a large Australian University. Nurse Education Today. 32(6), pp. 636 - 640. https://doi.org/10.1016/j.nedt.2011.09.006
Misconceptions, stereotypes and racism : Let's face the facts
Craven, Rhonda and Price, Kaye. (2011). Misconceptions, stereotypes and racism : Let's face the facts. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 42-67 Allen & Unwin. https://doi.org/10.4324/9781003117674-3
Developing teaching activities
Craven, Rhonda, d’Arbon, Mark and Wilson-Miller, James. (2011). Developing teaching activities. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 289-314 Allen & Unwin. https://doi.org/10.4324/9781003117674-15
Together we can't lose
Craven, Rhonda. (2011). Together we can't lose. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 315-329 Allen & Unwin.
Why teach Aboriginal studies?
Craven, Rhonda. (2011). Why teach Aboriginal studies? In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 1-21 Allen & Unwin. https://doi.org/10.4324/9781003117674-1
Educating for the future
Craven, Rhonda. (2011). Educating for the future. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 172-193 Allen & Unwin. https://doi.org/10.4324/9781003117674-9
What research can tell us
Craven, Rhonda and Bodkin-Andrews, Gawaian. (2011). What research can tell us. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 210-228 Allen & Unwin. https://doi.org/10.4324/9781003117674-11
Teaching resources
Craven, Rhonda, d’Arbon, Mark and Galleguillos, Sharon. (2011). Teaching resources. In In Craven, Rhonda (Ed.). Teaching Aboriginal studies : A practical resource for primary and secondary teaching pp. 273-288 Allen & Unwin. https://doi.org/10.4324/9781003117674-14
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
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
Big Fish in a Big Pond :A study of academic self concept in first year medical students
Jackman, Kirsty, Wilson, Ian, Seaton, Marjorie and Craven, Rhonda. (2011). Big Fish in a Big Pond :A study of academic self concept in first year medical students. BMC Medical Education. 11(1), pp. 1 - 9. https://doi.org/10.1186/1472-6920-11-48
The Twofold Multidimensionality of Academic Self-Concept :Domain Specificity and Separation Between Competence and Affect Components
Arens, A, Yeung, See, Craven, Rhonda and Hasselhorn, Marcus. (2011). The Twofold Multidimensionality of Academic Self-Concept :Domain Specificity and Separation Between Competence and Affect Components. Journal of Educational Psychology. 103(4), pp. 970 - 981. https://doi.org/10.1037/a0025047
Primary and secondary students' motivation in learning English :Grade and gender differences
Yeung, Alexander Seeshing, Lau, Shun and Nie, Youyan. (2011). Primary and secondary students' motivation in learning English :Grade and gender differences. Contemporary Educational Psychology. 36(3), pp. 246 - 256. https://doi.org/10.1016/j.cedpsych.2011.03.001
Use of Rasch analysis in the evaluation of the oropharyngeal mucositis quality of life scale
Cheng, K., Lee, J., Leung, S., Liang, R., Tai, J., Yeung, R. and Thompson, David R.. (2011). Use of Rasch analysis in the evaluation of the oropharyngeal mucositis quality of life scale. Nursing Research (print version). 60(4), pp. 256 - 263. https://doi.org/10.1097/NNR.0b013e318221f731
Student self-concept and effort: Gender and grade differences
Yeung, Alexander Seeshing. (2011). Student self-concept and effort: Gender and grade differences. Educational Psychology : An international journal of experimental educational psychology. 31(6), pp. 749 - 772. https://doi.org/10.1080/01443410.2011.608487
Looking past positivity for indigenous Australian students :A preliminary investigation of racial discrimination and the illusion of resiliency in academia
Bodkin-Andrews, Gawaian, Denson, Nida and Craven, Rhonda. (2010). Looking past positivity for indigenous Australian students :A preliminary investigation of racial discrimination and the illusion of resiliency in academia. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 11
Boys' and girls' self-beliefs, engagement, and aspirations in physics
Yeung, Alexander S., Kuppan, Loganantham, Kadir, Munirah and Foong, See. (2010). Boys' and girls' self-beliefs, engagement, and aspirations in physics. The International Journal of Learning. 17(10), pp. 397 - 418.
The utility of general self-esteem and domain-specific self-concepts: Their influence on indigenous and non-indigenous students' educational outcomes
Bodkin-Andrews, Gawaian, O'Rourke, Virginia and Craven, Rhonda G.. (2010). The utility of general self-esteem and domain-specific self-concepts: Their influence on indigenous and non-indigenous students' educational outcomes. Australian Journal of Education. 54(3), pp. 277 - 306. https://doi.org/10.1177/000494411005400305
Bangawarra'gumada - Strengthening the spirit: Causal modelling of academic self-concept and patterns of disengagement for Indigenous and Non-Indigenous Australian students
Bodkin-Andrews, Gawaian, Dillon, Anthony and Craven, Rhonda G.. (2010). Bangawarra'gumada - Strengthening the spirit: Causal modelling of academic self-concept and patterns of disengagement for Indigenous and Non-Indigenous Australian students. Australian Journal of Indigenous Education. 39(1), pp. 24 - 39. https://doi.org/10.1375/S1326011100000892
Factorial invariance testing and latent mean differences for the self-description questionnaire II (short version) with indigenous and non-indigenous Australian secondary school students
Bodkin-Andrews, Gawaian, Ha, My, Craven, Rhonda G. and Yeung, Alexander S.. (2010). Factorial invariance testing and latent mean differences for the self-description questionnaire II (short version) with indigenous and non-indigenous Australian secondary school students. International Journal of Testing. 10(1), pp. 47 - 79. https://doi.org/10.1080/15305050903352065
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
Questioning the general self-esteem vaccine : General self-esteem, racial discrimination, and standardised achievement across indigenous and non-indigenous students
Bodkin-Andrews, Gawaian, Seaton, Marjorie, Nelson, Genevieve, Craven, Rhonda and Yeung, See. (2010). Questioning the general self-esteem vaccine : General self-esteem, racial discrimination, and standardised achievement across indigenous and non-indigenous students. Australian Journal of Guidance and Counselling. 20(1), pp. 1 - 21. https://doi.org/10.1375/ajgc.20.1.1
Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students
Bodkin-Andrews, Gawaian, O'Rourke, Virginia, Grant, Renee, Denson, Nida and Craven, Rhonda G.. (2010). Validating racism and cultural respect: Testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students. Educational Research and Evaluation: an international journal on theory and practice. 16(6), pp. 471 - 493. https://doi.org/10.1080/13803611.2010.550497
Domain-specificity of self-concept and parent expectation influences on short-term and long-term learning of physics
Yeung, Alexander S., Kuppan, Loganantham, Foong, See, Wong, Darren, Kadir, Munirah, Lee, Paul and Yau, Che. (2010). Domain-specificity of self-concept and parent expectation influences on short-term and long-term learning of physics. New Horizons in Education. 58(2), pp. 54 - 72.
Elucidating the effects of traditional and cyber bullying experiences on multidimensional self-concept domains
Griezel, Lucy, Craven, Rhonda G., Yeung, Alexander S. and Finger, Linda R.. (2009). Elucidating the effects of traditional and cyber bullying experiences on multidimensional self-concept domains. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 12
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
Does school-wide positive behaviour system improve learning in primary schools? Preliminary findings
Yeung, Alexander Seeshing, Mooney, Mary, Barker, Katrina L. and Dobia, Brenda. (2009). Does school-wide positive behaviour system improve learning in primary schools? Preliminary findings. New Horizons in Education. 57(1), pp. 17 - 32.
The literature
Craven, Rhonda Gai. (2009). The literature. In In K. Price and P. Hughes (Ed.). Stepping up: What works in pre-service teacher education pp. 1 - 6 Australian Curriculum Studies Association.
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
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 failure of general self-esteem: Self-esteem's aggravating affect on racial discrimination's relation to achievement
Bodkin-Andrews, Gawaian, Nelson, Genevieve, Craven, Rhonda G., Yeung, Alexander Seeshing and Newey, Katrina. (2008). The failure of general self-esteem: Self-esteem's aggravating affect on racial discrimination's relation to achievement. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16
Self-processes, learning, and enabling human potential
Craven, Rhonda Gai. (2008). Self-processes, learning, and enabling human potential. In In H.W. Marsh, R.G. Craven and D.M McInerney (Ed.). Self-processes, learning, and enabling human potential: Dynamic new approaches pp. 3 - 11 Information Age Publishing, Inc..
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
Ability vs. effort: Perceptions of students from the east and from the west
Yeung, Alexander Seeshing and Yeung, Anton. (2008). Ability vs. effort: Perceptions of students from the east and from the west. In In O.S. Tan, D.M. McInerney and A.D. Liem & A.G. Tan (Ed.). What the west can learn from the East: Asian perspectives on the psychology of learning and motivation pp. 77 - 99 Information Age Publishing.
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 New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation
Hornery, Samantha, Craven, Rhonda G. and Yeung, Alexander S.. (2008). A New multi-dimensional domain-specific motivation questionnaire: Measurement of young children's multi-faceted reading motivation. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 14
Domain-specific school motivation
Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S.. (2008). Domain-specific school motivation Australia: Australian Association for Research in Education.
The development of a multi-dimensional measure of cyber bullying
Griezel, Lucy, Craven, Rhonda G. and Yeung, Alexander S.. (2008). The development of a multi-dimensional measure of cyber bullying. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 13
An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts
Craven, Rhonda G., Yeung, Alexander S. and Ali, Jinnat. (2008). An elucidation and comparison of Indigenous and non-Indigenous Australian upper primary students' self-concepts. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 15
identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress
Jin, Putai, Yeung, Alexander Seeshing, Tang, Tak-On and Low, Renae. (2008). identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research. 65(4), pp. 357 - 362. https://doi.org/10.1016/j.jpsychores.2008.03.003
Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students
Finger, Linda, Yeung, Alexander S., Craven, Rhonda, Parada, Roberto and Newey, Katrina. (2008). Adolescent peer relations instrument: Assessment of its reliability and construct validity when used with upper primary students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
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
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
Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students
Bodkin-Andrews, Gawaian, Covic, Tanya, Yeung, Alexander Seeshing, Craven, Rhonda G. and O'Rourke, Virginia. (2008). Opening the blind eye: Causal modelling of perceived discrimination and academic disengagement for Indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 16
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
Motivation of high and low achievers in China over time
Yeung, Alexander Seeshing, Liu, Winnie Puiling, Lai-Mui-Lee, Frances, Wu, Jun, Dai, Jing and Wu, Huixian. (2008). Motivation of high and low achievers in China over time. In In P.A. Towndrow, C. Koh and T.H. Soon (Ed.). Motivation and practice for the classroom pp. 103 - 125 Sense Publishers.
Examining the validity of motivational profiles across indigenous and non-indigenous students
Magson, Natasha R., Craven, Rhonda G., Nelson, Genevieve F. and Yeung, Alexander S.. (2008). Examining the validity of motivational profiles across indigenous and non-indigenous students. Australian Association for Research in Education Annual Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
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
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
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
Facilitating conditions for school motivation: Construct validity and applicability
McInerney, Dennis, Dowson, Martin and Yeung, Alexander Seeshing. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement. 65(6), pp. 1046 - 1066. https://doi.org/10.1177/0013164405278561
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
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.
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
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
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
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
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
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
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
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.
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
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
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
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
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 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
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
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
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
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