Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior

Journal article

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

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Authors	Cheon, Sung Hyeon, Reeve, Johnmarshall, Marsh, Herbert W. and Song, Yong-Gwan
Abstract	Background Autonomy-supportive teaching interventions enhance PE student outcomes. According to previous research, these benefits occur because autonomy-supportive teaching enhances students’ psychological needs, though they may also occur because such teaching enhances the classroom climate. The student benefit of interest was reduced classroom-wide antisocial behavior. Objectives We predicted that teacher participation in the intervention would enhance both classroom climate and psychological needs assessed at the classroom level. We further predicted that improvements in the classroom climate would better explain decreased antisocial behavior. Method Using a cluster randomized control trial design with longitudinally-assessed dependent measures, we randomly assigned 49 physical education secondary-grade Korean teachers to participate (or not) in an autonomy-supportive teaching intervention (25 experimental, 24 control). The 1487 students in these 49 classrooms reported their individually-experienced need satisfaction and frustration and their classroom-level supportive climate, conflictual climate, and antisocial behavior across three waves. Results A series of doubly latent multilevel structural equation modeling analyses showed that, at the classroom level, (1) intervention-enabled autonomy-supportive teaching improved both students’ psychological needs (more satisfaction, β = 0.84; less frustration, β = −0.66) and the prevailing classroom climate (more supportive, β = 0.77; less conflictual, β = −0.68) and (2) the improved climate best explained why antisocial behavior declined (overall R2 = 0.86). Conclusion These findings show the importance of incorporating classroom climate effects to understand why autonomy-supportive teaching interventions improve student outcomes.
Keywords	antisocial behavior; autonomy support; classroom climate; doubly latent; self-determination theory
Year	2022
Journal	Psychology of Sport and Exercise
Journal citation	60, p. Article 102174
Publisher	Elsevier Ltd
ISSN	1469-0292
Digital Object Identifier (DOI)	https://doi.org/10.1016/j.psychsport.2022.102174
Scopus EID	2-s2.0-85126024799
Page range	1-14
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	04 Mar 2022
Publication process dates
Accepted	02 Mar 2022
Deposited	31 Oct 2023

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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

When students show some initiative : Two experiments on the benefits of greater agentic engagement

Reeve, Johnmarshall, Jang, Hye-Ryen, Shin, Stephanie Hyewon, Ahn, Jiseul Sophia, Matos, Lennia and Gargurevich, Rafael. (2022). When students show some initiative : Two experiments on the benefits of greater agentic engagement. Learning and Instruction. 80, p. Article 101564. https://doi.org/10.1016/j.learninstruc.2021.101564

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

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

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

Developmental pathways of preadolescents' intrinsic and extrinsic values : The role of basic psychological needs satisfaction

Ahn, Jiseul Sophia and Reeve, Johnmarshall. (2021). Developmental pathways of preadolescents' intrinsic and extrinsic values : The role of basic psychological needs satisfaction. European Journal of Personality. 35(2), pp. 151-167. https://doi.org/10.1002/per.2274

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

Autonomy-supportive teaching : Its malleability, benefits, and potential to improve educational practice

Reeve, Johnmarshall and Cheon, Sung Hyeon. (2021). Autonomy-supportive teaching : Its malleability, benefits, and potential to improve educational practice. Educational Psychologist. 56(1), pp. 54-77. https://doi.org/10.1080/00461520.2020.1862657

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

Intrinsic instructional goal adoption increases autonomy-supportive teaching : A randomized control trial and intervention

Jang, Hye-Ryen and Reeve, Johnmarshall. (2021). Intrinsic instructional goal adoption increases autonomy-supportive teaching : A randomized control trial and intervention. Learning and Instruction. 73, p. 101415. https://doi.org/10.1016/j.learninstruc.2020.101415

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

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

Remembering pleasure and personal meaning from episodes of intrinsic motivation : An fMRI study

Lee, Woogul and Reeve, Johnmarshall. (2020). Remembering pleasure and personal meaning from episodes of intrinsic motivation : An fMRI study. Motivation and Emotion. 44(6), pp. 810-818. https://doi.org/10.1007/s11031-020-09855-1

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

How and why students make academic progress : Reconceptualizing the student engagement construct to increase its explanatory power

Reeve, Johnmarshall, Cheon, Sung Hyeon and Jang, Hyungshim. (2020). How and why students make academic progress : Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology. 62, p. 101899. https://doi.org/10.1016/j.cedpsych.2020.101899

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

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

A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts

Teixeira, Pedro J., Marques, Marta M., Silva, Marlene N., Brunet, Jennifer, Duda, Joan L., Haerens, Leen, La Guardia, Jennifer, Lindwall, Magnus, Lonsdale, Chris, Markland, David, Michie, Susan, Moller, Arlen C., Ntoumanis, Nikos, Patrick, Heather, Reeve, Johnmarshall, Ryan, Richard M., Sebire, Simon J., Standage, Martyn, Vansteenkiste, Maarten, ... Hagger, Martin S.. (2020). A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts. Motivation Science. 6(4), pp. 438-455. https://doi.org/10.1037/mot0000172

How teachers can support students’ agentic engagement

Johnmarshall Reeve and Stephanie H. Shin. (2020). How teachers can support students’ agentic engagement. Theory into Practice. 59(2), pp. 150-161. https://doi.org/10.1080/00405841.2019.1702451

Dual processes to explain longitudinal gains in physical education students' prosocial and antisocial behavior : Need satisfaction from autonomy support and need frustration from interpersonal control

Jang, Hye-Ryen, Reeve, Johnmarshall, Cheon, Sung Hyeon and Song, Yong-Gwan. (2020). Dual processes to explain longitudinal gains in physical education students' prosocial and antisocial behavior : Need satisfaction from autonomy support and need frustration from interpersonal control. Sport, Exercise, and Performance Psychology. 9(3), pp. 471-487. https://doi.org/10.1037/spy0000168

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

A teacher-focused intervention to enhance students’ classroom engagement

Reeve, Johnmarshall, Cheon, Sung Hyeon and Jang, Hye-Ryen. (2019). A teacher-focused intervention to enhance students’ classroom engagement. In In Fredricks, Jennifer A., Reschly, Amy L. and Christenson, Sandra L. (Ed.). Handbook of student engagement interventions : Working with disengaged students pp. 87-102 Academic Press. https://doi.org/10.1016/B978-0-12-813413-9.00007-3

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

A neuroscientific perspective on basic psychological needs

Reeve, Johnmarshall and Lee, Woogul. (2019). A neuroscientific perspective on basic psychological needs. Journal of Personality. 87(1), pp. 102 - 114. https://doi.org/10.1111/jopy.12390

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

Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs

Cheon, Sung Hyeon, Reeve, Johnmarshall and Song, Yong-Gwan. (2019). Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs. Psychology of Sport and Exercise. 41, pp. 107 - 118. https://doi.org/10.1016/j.psychsport.2018.12.008

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

Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors

Bhavsar, Nikita, Ntoumanis, Nikolaos, Quested, Eleanor, Gucciardi, Daniel F., Thøgersen-Ntoumani, Cecilie, Ryan, Richard M., Reeve, Johnmarshall, Sarrazin, Philippe and Bartholomew, Kimberley J.. (2019). Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors. Psychology of Sport and Exercise. 44, pp. 107 - 120. https://doi.org/10.1016/j.psychsport.2019.05.006

Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study

Cheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Youngsun, Ntoumanis, Nikolaos, Gillet, Nicolas, Kim, Bo Ram and Song, Yong-Gwan. (2019). Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology. 111(4), pp. 685 - 702. https://doi.org/10.1037/edu0000306

Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach

Aelterman, Nathalie, Vansteenkiste, Maarten, Haerens, L., Soenens, Bart, Fontaine, Johnny R. J. and Reeve, Johnmarshall. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology. 111(3), pp. 497 - 521. https://doi.org/10.1037/edu0000293

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

What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective

Liu, W. C., Wang, C. K. John, Reeve, Johnmarshall, Kee, Ying Hwa and Chian, Lit Khoon. (2019). What determines teachers’ use of motivational strategies in the classrooms? A self-determination theory perspective. Journal of Education. https://doi.org/10.1177/0022057419881171

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

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

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

Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization

Vansteenkiste, Maarten, Aelterman, Nathalie, De Muynck, Gert-Jan, Haerens, Leen, Patall, Erika and Reeve, Johnmarshall. (2018). Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization. Journal of Experimental Education. 86(1), pp. 30 - 49. https://doi.org/10.1080/00220973.2017.1381067

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

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

Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles

Reeve, Johnmarshall, Jang, Hye-Ryen and Jang, Hyungshim. (2018). Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles. Learning and Individual Differences. 62, pp. 12 - 22. https://doi.org/10.1016/j.lindif.2018.01.001

Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

Cheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Youngsun and Lee, Jae-won. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education. 69, pp. 43 - 51. https://doi.org/10.1016/j.tate.2017.09.022

A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior

Cheon, Sung Hyeon, Reeve, Johnmarshall and Ntoumanis, Nikos. (2018). A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise. 35, pp. 74 - 88. https://doi.org/10.1016/j.psychsport.2017.11.010

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

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

Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease

Matos, Lennia, Reeve, Johnmarshall, Herrera, Dora and Claux, Mary. (2018). Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education. 86(4), pp. 579 - 596. https://doi.org/10.1080/00220973.2018.1448746

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

Need-supportive communication: Implications for motivation in sport, exercise, and physical activity

Ntoumanis, Nikolaos, Quested, Eleanor, Reeve, Johnmarshall and Cheon, Sung Hyeon. (2017). Need-supportive communication: Implications for motivation in sport, exercise, and physical activity. In Persuasion and Communication in Sport, Exercise, and Physical Activity pp. 155 Routledge. https://doi.org/10.4324/9781315624365

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

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

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

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

Stability, change, and implications of students’ motivation profiles: A latent transition analysis

Gillet, Nicolas, Morin, Alexandre J. S. and Reeve, Johnmarshall. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology. 51, pp. 222 - 239. https://doi.org/10.1016/j.cedpsych.2017.08.006

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

Introduction to motivational neuroscience

Kim, Sung-Il, Reeve, Johnmarshall and Bong, Mimi. (2017). Introduction to motivational neuroscience. In In S. Kim, J. Reeve and M. Bong (Ed.). Recent developments in neuroscience research on human motivation pp. 1 - 19 Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-742320160000019022

Identifying the neural substrates of intrinsic motivation during task performance

Lee, Woogul and Reeve, Johnmarshall. (2017). Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective and Behavioral Neuroscience. 17(5), pp. 939 - 953. https://doi.org/10.3758/s13415-017-0524-x

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

Neuroscientific contributions to motivation in education

Reeve, Johnmarshall and Lee, Woogul. (2016). Neuroscientific contributions to motivation in education. In In Wentzel, Kathryn and Miele, David (Ed.). Handbook of Motivation at School : Second Edition pp. 424 Taylor and Francis Inc.. https://doi.org/10.4324/9781315773384

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.

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

Teachers become more autonomy supportive after they believe it is easy to do

Reeve, Johnmarshall and Cheon, Sung Hyeon. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise. 22, pp. 178 - 189. https://doi.org/10.1016/j.psychsport.2015.08.001

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

Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment

Hagger, Martin S., Sultan, Sarwat, Hardcastle, Sarah J., Reeve, Johnmarshall, Patall, Erika A., Fraser, Barry, Hamilton, Kyra and Chatzisarantis, Nikos L. D.. (2016). Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences. 45, pp. 166 - 175. https://doi.org/10.1016/j.lindif.2015.11.017

A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways

Jang, Hyungshi, Reeve, Johnmarshall and Halusic, Marc. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways. Journal of Experimental Education. 84(4), pp. 686 - 701. https://doi.org/10.1080/00220973.2015.1083522

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

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

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

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

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

A grand theory of motivation: Why not?

Reeve, Johnmarshall. (2016). A grand theory of motivation: Why not? Motivation and Emotion. 40(1), pp. 31 - 35. https://doi.org/10.1007/s11031-015-9538-2

A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration

Cheon, Sung Hyeon, Reeve, Johnmarshall and Song, Yong-Gwan. (2016). A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology. 38(3), pp. 217 - 235. https://doi.org/10.1123/jsep.2015-0236

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

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..

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

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

Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model

Jang, Hyungshim, Kim, Eun Joo and Reeve, Johnmarshall. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction. 43, pp. 27 - 38. https://doi.org/10.1016/j.learninstruc.2016.01.002

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

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

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

A classroom-based intervention to help teachers decrease students' amotivation

Cheon, Sung Hyeon and Reeve, Johnmarshall. (2015). A classroom-based intervention to help teachers decrease students' amotivation. Contemporary Educational Psychology. 40, pp. 99 - 111. https://doi.org/10.1016/j.cedpsych.2014.06.004

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

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..

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

Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games

Cheon, Sung Hyeon, Reeve, Johnmarshall, Lee, Jae-won and Lee, Youngsun. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise. 19, pp. 59 - 69. https://doi.org/10.1016/j.psychsport.2015.02.007

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

Giving and summoning autonomy support in hierarchical relationships

Reeve, Johnmarshall. (2015). Giving and summoning autonomy support in hierarchical relationships. Social and Personality Psychology Compass. 9(8), pp. 406 - 418. https://doi.org/10.1111/spc3.12189

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

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

The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

Reeve, Johnmarshall, Vansteenkiste, Maarten, Assor, Avi, Ahmad, Ikhlas, Cheon, Sung Hyeon, Jang, Hyungshi, Kaplan, Haya, Moss, Jennifer D., Olaussen, Bodil Stokke and Wang, C. K. John. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion. 38(1), pp. 93 - 110. https://doi.org/10.1007/s11031-013-9367-0

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

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

The teacher benefits from giving autonomy support during physical education instruction

Cheon, Sung Hyeon, Reeve, Johnmarshall, Yu, Tae Ho and Jang, Hye-Ryen. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology. 36(4), pp. 331 - 346. https://doi.org/10.1123/jsep.2013-0231

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

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

Students' classroom engagement produces longitudinal changes in classroom motivation

Reeve, Johnmarshall and Lee, Woogul. (2014). Students' classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology. 106(2), pp. 527 - 540. https://doi.org/10.1037/a0034934

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

Measurement invariance of big-five factors over the life span : ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects

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

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

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

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

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

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

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

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

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

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

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

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

Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure

Jang, H., Reeve, Johnmarshall and Deci, Edward. (2010). Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology. 102(3), pp. 588 - 600. https://doi.org/10.1037/a0019682

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

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

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

Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?

Jang, Hyungshim, Reeve, Johnmarshall, Ryan, Richard Michael and Kim, Ahyoung. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology. 101(3), pp. 644 - 661. https://doi.org/10.1037/a0014241

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