Herbert W. Marsh

Q: What Schools Are Affiliated With Herbert W. Marsh

Herbert W. Marsh is affiliated with the following schools: Humboldt University of Berlin, Western Sydney University, University of Sydney, University of Oxford, University of Southern California, Kiel University, Australian Catholic University, King Saud University

Herbert W. Marsh's AcademicInfluence.com Rankings

Herbert W. Marsh

Psychology

#333

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#467

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Educational Psychology

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Personality Psychology

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Psychology

Why Is Herbert W. Marsh Influential?

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According to Wikipedia, Herbert W. Marsh is an educational psychologist who has published influential research on self-concept, motivation and university students' evaluations of teaching effectiveness. The website of Oxford University, where he is currently a faculty member, notes the following. Professor Marsh was recognised as the most productive educational psychologist in the world, one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world's most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines," one of only 8 social science researchers from the UK to achieve this recognition.

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Herbert W. Marsh's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

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 (2004) (5167)
Goodness-of-fit indexes in confirmatory factor analysis : The effect of sample size (1988) (3823)
Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. (1985) (2963)
Self-Concept: Its Multifaceted, Hierarchical Structure (1985) (1405)
Choosing a multivariate model: Noncentrality and goodness of fit. (1990) (1404)
Students' Evaluations of University Teaching: Research Findings, Methodological Issues, and Directions for Future Research (1987) (1362)
Development and Validation of a Scale to Measure Optimal Experience: The Flow State Scale (1996) (1252)
Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis. (1998) (1150)
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006) (1139)
Exploratory structural equation modeling: an integration of the best features of exploratory and confirmatory factor analysis. (2014) (1133)
Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering. (2005) (1090)
Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness (1984) (1077)
The big-fish-little-pond effect on academic self-concept (1987) (1041)
The Relationship Between Research and Teaching: A Meta-Analysis (1996) (1003)
Adventure Education and Outward Bound: Out-of-Class Experiences That Make a Lasting Difference (1997) (996)
Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. (1997) (978)
Structural equation models of latent interactions: evaluation of alternative estimation strategies and indicator construction. (2004) (913)
Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. (1989) (910)
An evaluation of incremental fit indices: A clarification of mathematical and empirical properties. (1996) (898)
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009) (872)
A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification (1990) (833)
Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model (1986) (828)
A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement. (1988) (798)
Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering. (2003) (788)
A new look at the big five factor structure through exploratory structural equation modeling. (2010) (783)
The Structure of Academic Self-Concept: The Marsh/Shavelson Model. (1990) (778)
Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept (2009) (768)
Positive and negative global self-esteem: a substantively meaningful distinction or artifactors? (1996) (754)
Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. (1997) (743)
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? (1984) (698)
Self Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. (1984) (690)
Academic self-concept and academic achievement: relations and causal ordering. (2011) (675)
Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools. (2003) (647)
Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. (1990) (645)
Physical Self-Description Questionnaire: Psychometric properties and a multitrait-multimethod analysis of relations to existing instruments. (1994) (639)
The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. (2008) (622)
Academic resilience and its psychological and educational correlates: A construct validity approach (2006) (622)
Assessing Goodness of Fit: Is Parsimony Always Desirable? (1996) (619)
The Relation between Research Productivity and Teaching Effectiveness (2002) (603)
Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? (1992) (550)
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality (2016) (549)
Extracurricular School Activities: The Good, the Bad, and the Nonlinear (2002) (540)
Confirmatory Factor Analyses of Multitrait-Multimethod Data: Many Problems and a Few Solutions (1989) (529)
Reciprocal Effects Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept (2008) (516)
Goodness of fit in structural equation models (2005) (514)
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs (1998) (514)
SEEQ: A Reliable, Valid, and Useful Instrument for Collecting Students' Evaluations of University Teaching. (1982) (498)
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. (2010) (497)
Academic self-concept: Theory, measurement, and research. (1993) (479)
Students ' Evaluations of University Teaching : Dimensionality , Reliability , Validity , Potential Biases , and Utility (2005) (472)
Confirmatory factor analysis models of factorial invariance: A multifaceted approach (1994) (467)
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008) (453)
Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. (2017) (446)
The use of item parcels in structural equation modelling: non-normal data and small sample sizes. (2004) (445)
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012) (445)
OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons Across 25 Countries (2006) (443)
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis (2006) (429)
Global self-esteem: Its relation to specific facets of self-concept and their importance. (1986) (422)
Relationships between Flow, Self-Concept, Psychological Skills, and Performance (2001) (410)
A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. (1988) (408)
Theoretical perspectives on the structure of self-concept. (1996) (398)
Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error (2009) (397)
Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics (2006) (381)
Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and... (1999) (372)
A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept (2009) (371)
Content Specificity of Relations between Academic Achievement and Academic Self-Concept. (1992) (366)
Psychological Correlates of Flow in Sport (1998) (364)
Latent variable models of multitrait-multimethod data. (1995) (360)
School athletic participation : mostly gain with little pain (2003) (359)
Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. (2013) (356)
Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. (2012) (354)
The Effects of Gifted and Talented Programs on Academic Self-Concept: The Big Fish Strikes Again (1995) (353)
Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders? (2000) (348)
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008) (348)
Why item parcels are (almost) never appropriate: two wrongs do not make a right--camouflaging misspecification with item parcels in CFA models. (2013) (347)
Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries. (2004) (346)
The Hierarchical Structure of Self-Concept and the Application of Hierarchical Confirmatory Factor Analysis (1987) (341)
The Use of Students’ Evaluations and an Individually Structured Intervention to Enhance University Teaching Effectiveness (1993) (339)
Self-Concepts of Young Children 5 to 8 Years of Age: Measurement and Multidimensional Structure (1991) (338)
Structure, stability, and development of young children's self-concepts: a multicohort-multioccasion study. (1998) (337)
Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. (2000) (330)
Coursework Selection: Relations to Academic Self-Concept and Achievement (1997) (321)
Confirmatory Factor Analyses of Multitrait-Multimethod Data: A Comparison of Alternative Models (1991) (320)
Application of Confirmatory Factor Analysis and Structural Equation Modeling in Sport and Exercise Psychology (2012) (313)
Self-Description Questionnaire: Age and sex effects in the structure and level of self-concept for preadolescent children. (1984) (312)
Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement. (2006) (311)
Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: traits, ephemeral artifacts, and stable response styles. (2010) (307)
Negative item bias in ratings scales for preadolescent children: a cognitive-developmental phenomenon (1986) (304)
Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs (2009) (302)
Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective. (2012) (298)
Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. (2013) (296)
A short version of the Self Description Questionnaire II: operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. (2005) (295)
Multidimensional Adolescent Self-Concepts: Their Relationship to Age, Sex, and Academic Measures (1985) (284)
Evaluating Model Fit With Ordered Categorical Data Within a Measurement Invariance Framework: A Comparison of Estimators (2014) (277)
Self-concept: The construct validity of interpretations based upon the SDQ. (1983) (275)
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure. (2002) (275)
The Multidimensional Structure of Academic Self-Concept: Invariance Over Gender and Age (1993) (271)
Failure of High-Ability High Schools to Deliver Academic Benefits Commensurate With Their Students’ Ability Levels (1991) (271)
Employment during high school: Character building or a subversion of academic goals? (1991) (268)
Improving the peer-review process for grant applications: reliability, validity, bias, and generalizability. (2008) (262)
Influences of internal and external frames of reference on the formation of math and English self-concepts. (1990) (259)
Who took the "x" out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. (2011) (256)
Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept (1991) (256)
Top-down, bottom-up, and horizontal models: the direction of causality in multidimensional, hierarchical self-concept models. (1998) (255)
Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes (2014) (250)
The Work Tasks Motivation Scale for Teachers (WTMST) (2008) (246)
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. (2014) (238)
Self-handicapping and defensive pessimism : exploring a model of predictors and outcomes from a self-protection perspective. (2001) (236)
Multidimensional Self-Concepts: Relations with Sex and Academic Achievement. (1985) (234)
Multidimensional Students' Evaluations of Teaching Effectiveness: A Profile Analysis. (1993) (234)
Cultural Perspectives on School Motivation: The Relevance and Application of Goal Theory (1997) (233)
A Multidimensional Physical Self-concept and Its Relations to Multiple Components of Physical Fitness (1994) (230)
The measurement of physical self-concept: A construct validation approach. (1997) (229)
Introducing a short version of the physical self description questionnaire: new strategies, short-form evaluative criteria, and applications of factor analyses. (2010) (229)
Competitive and Cooperative Physical Fitness Training Programs for Girls: Effects on Physical Fitness and Multidimensional Self-Concepts (1988) (224)
Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. (2007) (221)
Multidimensional students' evaluations of teaching effectiveness : a test of alternative higher-order structures (1991) (218)
Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared With Chinese) for Hong Kong Students (2002) (218)
Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. (2011) (217)
Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis (2003) (216)
Adolescents’ Perceptions of Masculine and Feminine Values in Sport and Physical Education: A Study of Gender Differences (2005) (216)
Subject-specific components of academic self-concept and self-efficacy (1991) (216)
Using the National Longitudinal Study of 1988 to evaluate theoretical models of self-concept: The Self-Description Questionnaire. (1994) (214)
Relations Among Dimensions of Self-Attribution, Dimensions of Self-Concept, and Academic Achievements. (1984) (214)
Seven-year longitudinal study of the early prediction of reading achievement. (1985) (211)
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007) (210)
Fear of failure: Friend or foe? (2003) (209)
Multidimensional Self-Concepts: The Effect of Participation in an Outward Bound Program. (1986) (208)
Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. (2015) (204)
A 2 × 2 taxonomy of multilevel latent contextual models: accuracy-bias trade-offs in full and partial error correction models. (2011) (202)
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 (2012) (201)
Goodness of fit in confirmatory factor analysis: The effects of sample size and model parsimony (1994) (198)
Causal modeling of self-concept, job satisfaction, and retention of nurses. (2008) (192)
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies (2019) (188)
Earning Its Place as a Pan-Human Theory: Universality of the Big-Fish-Little-Pond Effect across 41 Culturally and Economically Diverse Countries. (2009) (187)
STRUCTURAL EQUATION MODEL TESTING: CUTOFF CRITERIA FOR GOODNESS OF FIT INDICES AND CHI-SQUARE TEST (2004) (186)
Reunification of East and West German School Systems: Longitudinal Multilevel Modeling Study of the Big-Fish-Little-Pond Effect on Academic Self-Concept (2001) (183)
Effects of Attending Single-Sex and Coeducational High Schools on Achievement, Attitudes, Behaviors, and Sex Differences (1989) (183)
The Effects of Participation in Sport during the Last Two Years of High School (1993) (182)
The Reciprocal Internal/External Frame of Reference Model (2011) (181)
Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness (2015) (180)
Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration (2014) (180)
A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? (2004) (179)
General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations (2011) (179)
A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? (2008) (178)
Why multicollinearity matters: A reexamination of relations between self-efficacy, self-concept, and achievement (2004) (178)
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. (2014) (177)
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes (2016) (177)
Clarifying the role of social comparison in the big-fish-little-pond effect (BFLPE): an integrative study. (2009) (175)
The Influence of Student, Course, and Instructor Characteristics in Evaluations of University Teaching (1980) (174)
Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference? (2005) (174)
Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective (2003) (174)
Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement (2011) (173)
Motivation and Engagement in English, Mathematics and Science High School Subjects: Towards an Understanding of Multidimensional Domain Specificity. (2007) (171)
Confirmatory Factor Analysis of Multitrait Multimethod Matrices. (1983) (169)
What to do When Scalar Invariance Fails: The Extended Alignment Method for Multi-Group Factor Analysis Comparison of Latent Means Across Many Groups (2017) (167)
Self-handicapping, defensive pessimism, and goal orientation : a qualitative study of university students (2003) (166)
Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. (2009) (165)
Late immersion and language of instruction in Hong Kong high schools : Achievement growth in language and nonlanguage subjects (2000) (165)
Sex Differences in the Development of Verbal and Mathematics Constructs: The High School and Beyond Study (1989) (164)
Self-Description Questionnaire III (2011) (164)
Structural equation models of latent interaction and quadratic effects. (2013) (163)
The Relationship between Dimensions of Self-Attribution and Dimensions of Self-Concept. (1984) (163)
Students' evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period (1991) (161)
Multitrait-Multimethod Analyses of the Self-description Questionnaire: Student-Teacher Agreement on Multidimensional Ratings of Student Self-concept (1983) (160)
Separation of Competency and Affect Components of Multiple Dimensions of Academic Self-Concept: A Developmental Perspective. (1999) (159)
Do university teachers become more effective with experience? A multilevel growth model of students' evaluations of teaching over 13 years. (2007) (159)
Multidimensional Self-Concepts: Construct Validation of Responses by Children (1990) (158)
Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013) (157)
Self-concept: The Application of a Frame of Reference Model to Explain Paradoxical Results (1984) (157)
A multidimensional perspective of relations between self-concept (Self Description Questionnaire II) and adolescent mental health (Youth Self-Report). (2004) (156)
The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists (2008) (155)
Validity of Students' Evaluations of College Teaching: A Multitrait-Multimethod Analysis. (1982) (155)
Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. (1983) (154)
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014) (151)
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study (2015) (151)
Complementary Variable- and Person-Centered Approaches to the Dimensionality of Psychometric Constructs: Application to Psychological Wellbeing at Work (2017) (150)
Flow experience in sport: Construct validation of multidimensional, hierarchical state and trait responses (1999) (149)
Gender Effects in the Peer Reviews of Grant Proposals: A Comprehensive Meta-Analysis Comparing Traditional and Multilevel Approaches (2009) (149)
Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time? (2010) (149)
Physical Self Description Questionnaire: stability and discriminant validity. (1996) (148)
The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006) (142)
A multilevel cross‐classified modelling approach to peer review of grant proposals: the effects of assessor and researcher attributes on assessor ratings (2003) (137)
Big-Fish-Little-Pond Effect on Academic Self-Concept 1Dieser Beitrag und die darauf bezogenen Stellungnahmen wurden von D.H. Rost akzeptiert. (2005) (137)
Evaluation of the Big-Two-Factor Theory of Academic Motivation Orientations: An Evaluation of Jingle-Jangle Fallacies (2003) (136)
A multidimensional, hierarchical self-concept. (1992) (136)
Teacher frame of reference and the big-fish-little-pond effect (2005) (135)
Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes. (1979) (135)
Social Comparison and Big-Fish-Little-Pond Effects on Self-Concept and Other Self-Belief Constructs: Role of Generalized and Specific Others. (2008) (134)
Sport Motivation Orientations: Beware of Jingle-Jangle Fallacies (1994) (133)
Consequences of Employment During High School: Character Building, Subversion of Academic Goals, or a Threshold? (2005) (133)
The multidimensional structure of physical fitness: invariance over gender and age. (1993) (132)
Self–other agreement on multidimensional self-concept ratings: Factor analysis and multitrait–multimethod analysis. (1985) (131)
Self-other agreement on multidimensional self-concept ratings: Factor analysis and multitrait-multimethod analysis. (1985) (131)
Big-Fish-Little-Pond Effect (2010) (130)
Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony (2020) (129)
The Pivotal Role of Frames of Reference in Academic Self-Concept Formation: The "Big Fish-Little Pond" Effect. (2002) (128)
An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years (2017) (127)
Academic Self-Concept (2022) (127)
Multidimensional Self-Concept Structure for Preadolescents With Mild Intellectual Disabilities (2006) (127)
Causal ordering of physical self-concept and exercise behavior: reciprocal effects model and the influence of physical education teachers. (2006) (126)
Validity of Student Evaluations of Instructional Effectiveness: A Comparison of Faculty Self-Evaluations and Evaluations by Their Students. (1979) (125)
Extension of the Internal/External Frame of Reference Model of Self-Concept Formation: Importance of Native and Nonnative Languages for Chinese Students. (2001) (125)
Multidimensional Self-Concepts (1986) (122)
Relations between global and specific domains of self: The importance of individual importance, certainty, and ideals. (1993) (122)
Further Reflections on Disentangling Shape and Level Effects in Person-Centered Analyses: An Illustration Exploring the Dimensionality of Psychological Health (2016) (121)
Self-concept: Reliability, stability, dimensionality, validity, and the measurement of change. (1983) (121)
Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment (2015) (120)
Validity of Students' Evaluations of Teaching Effectiveness: Cognitive and Affective Criteria. (1980) (119)
Structure of physical self-concept : Elite athletes and physical education students (1997) (119)
Validity and Usefulness of Student Evaluations of Instructional Quality. (1975) (118)
Aggressive school troublemakers and victims : a longitudinal model examining the pivotal role of self-concept (2001) (117)
Stability of Individual Differences in Multiwave Panel Studies: Comparison of Simplex Models and One‐Factor Models (1993) (117)
A multidimensional physical self-concept: A construct validity approach to theory, measurement and research. (2002) (115)
Structural Equation Models of Latent Interactions: Clarification of Orthogonalizing and Double-Mean-Centering Strategies (2010) (115)
Masculinity, femininity, and androgyny: A methodological and theoretical critique (1986) (115)
Students' Evaluations of Instruction: A Longitudinal Study of Their Stability. (1980) (115)
PhD Students' Evaluations of Research Supervision: Issues, Complexities, and Challenges in a Nationwide Australian Experiment in Benchmarking Universities (2002) (115)
Overcoming Problems in Confirmatory Factor Analyses of MTMM Data: The Correlated Uniqueness Model and Factorial Invariance. (1992) (114)
Dimensional comparison theory: An extension of the internal/external frame of reference effect on academic self-concept formation [accepted manuscript] (2014) (114)
Preadolescent Self-Concept: Its Relation to Self-Concept as Inferred by Teachers and to Academic Ability. (1983) (113)
The Importance of Being Important: Theoretical Models of Relations between Specific and Global Components of Physical Self-Concept (1994) (113)
Unconstrained Structural Equation Models of Latent Interactions: Contrasting Residual- and Mean-Centered Approaches (2007) (112)
A Quadripolar Need Achievement Representation of Self-Handicapping and Defensive Pessimism (2001) (112)
Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: new interpretations of the Dr. Fox effect (1982) (111)
The Structure of Masculinity/Femininity: An Application of Confirmatory Factor Analysis to Higher-Order Factor Structures and Factorial Invariance. (1985) (110)
In the looking glass : a reciprocal effects model elucidating the complex nature of bullying, psychological determinants, and the central role of self-concept (2004) (109)
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017) (108)
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015) (108)
The multidimensionality of students' evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level, and course level (1991) (108)
The Peer Review Process Used to Evaluate Manuscripts Submitted to Academic Journals: Interjudgmental Reliability (1989) (108)
National Student Survey: are differences between universities and courses reliable and meaningful? (2010) (108)
Dimensional Comparison Theory : Paradoxical relations between self-beliefs and achievements in multiple domains (2015) (107)
Self-Concept, Social Comparison, and Ability Grouping: A Reply to Kulik and Kulik (1984) (107)
Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children: cultural differences in the value of moderation. (2007) (106)
The Negative Effects of School-Average Ability on Academic Self-Concept: An Application of Multilevel Modelling (1996) (105)
The Transition From Single-Sex to Coeducational High Schools: Effects on Multiple Dimensions of Self-Concept and on Academic Achievement (1988) (105)
The Longitudinal Interplay of Adolescents' Self-Esteem and Body Image: A Conditional Autoregressive Latent Trajectory Analysis (2011) (105)
Longitudinal stability of latent means and individual differences: A unified approach (1994) (104)
Multidimensional self-concepts and perceptions of control: construct validation of responses by children (1989) (101)
Distinguishing Between Good (Useful) and Bad Workloads on Students’ Evaluations of Teaching (2001) (101)
School life and adolescents' self-esteem trajectories. (2013) (101)
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007) (100)
Multidimensional self-concepts, masculinity, and femininity as a function of women's involvement in athletics (1986) (99)
Multidimensional Self-concepts of Elite Athletes: How Do They Differ from the General Population? (1995) (99)
Multitrait-Multimethod Analyses: Inferring Each Trait-Method Combination with Multiple Indicators. (1993) (98)
Public, Catholic Single-Sex, and Catholic Coeducational High Schools: Their Effects on Achievement, Affect, and Behaviors (1991) (98)
Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications (2014) (97)
Who Took the “×” out of Expectancy-Value Theory? (2011) (95)
Workplace and Academic Buoyancy (2008) (95)
Athletic or Antisocial? The Female Sport Experience (1986) (93)
Self-Concept Contributes to Winning Gold Medals: Causal Ordering of Self-Concept and Elite Swimming Performance (2005) (93)
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☆ (2004) (93)
The Big-Fish-Little-Pond Effect Stands Up to Scrutiny. (2004) (91)
Cracking the self-concept enhancement conundrum : a call and blueprint for the next generation of self-concept enhancement research (2003) (91)
The Distinctiveness of Affects in Specific School Subjects: An Application of Confirmatory Factor Analysis With the National Educational Longitudinal Study of 1988 (1996) (91)
Pairwise Deletion for Missing Data in Structural Equation Models: Nonpositive Definite Matrices, Parameter Estimates, Goodness of Fit, and Adjusted Sample Sizes. (1998) (91)
Cross-Cultural Validity of the Physical Self-Description Questionnaire: Comparison of Factor Structures in Australia, Spain, and Turkey (2002) (91)
Interjudgmental reliability of reviews for the Journal of Educational Psychology.. (1981) (91)
Self-belief does make a difference: A reciprocal effects model of the causal ordering of physical self-concept and gymnastics performance (2006) (90)
Self-Serving Effect (Bias?) in Academic Attributions: Its Relation to Academic Achievement and Self-Concept. (1986) (90)
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals (2018) (87)
Importance Ratings and Specific Components of Physical Self-concept: Relevance to Predicting Global Components of Self-Concept and Exercise (1995) (87)
Designing Instructional Text in a Conversational Style: A Meta-analysis (2013) (87)
Gifted, Streamed and Mixed-Ability Programs for Gifted Students: Impact on Self-Concept, Motivation, and Achievement (2000) (86)
Exploring commitment and turnover intentions among teachers : What we can learn from Hong Kong teachers (2015) (86)
Self-Other Agreement on Multiple Dimensions of Preadolescent Self-Concept: Inferences by Teachers, Mothers, and Fathers. (1991) (85)
Longitudinal confirmatory factor analysis: Common, time‐specific, item‐specific, and residual‐error components of variance (1994) (84)
Self-Serving Effect (Bias?) in Academic Attributions: Its Relation to Academic Achievement and Self-Concept. (1986) (84)
The Validity of Students’ Evaluations: Classroom Evaluations of Instructors Independently Nominated As Best and Worst Teachers by Graduating Seniors (1977) (84)
Big-Fish-Little-Pond Effects on Gymnastics Self-concept: Social Comparison Processes in a Physical Setting (2005) (83)
Multitrait-multimethod analyses of two physical self-concept instruments: a cross-cultural perspective. (2002) (82)
Effects of Metacognitive Strategy Training within a Cooperative Group Learning Context on Computer Achievement and Anxiety: An Aptitude-Treatment Interaction Study (1997) (82)
Discovering mental toughness : a qualitative study of mental toughness in elite athletes (2004) (81)
A New , More Powerful Approach to Multitrait-Multimethod Analyses : An Application of Second-order Confirmatory Factor Analysis (2011) (81)
Toward a hierarchical goal theory model of school motivation. (2003) (81)
Tennessee Self Concept Scale: Reliability, internal structure, and construct validity. (1988) (80)
Multitrait-Multimethod Analyses of Two Self-Concept Instruments. (1982) (80)
The Rotter locus of control scale: The comparison of alternative response formats and implications for reliability, validity, and dimensionality (1986) (79)
Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions (2015) (79)
Class Size, Students’ Evaluations, and Instructional Effectiveness (1979) (79)
Differentiated additive androgyny model: relations between masculinity, femininity, and multiple dimensions of self-concept. (1991) (78)
The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries. (2015) (78)
Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model. (2015) (77)
Future directions in self-concept research. (1996) (77)
Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis (2018) (75)
Multiple dimensions of university teacher self-concept (2000) (75)
The Factorial Invariance of Responses by Males and Females to a Multidimensional Self-Concept Instrument: Substantive and Methodological Issues. (1987) (75)
Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains (2018) (75)
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks (2017) (75)
Exploring sex differences in science enrolment intentions: An application of the General Model of Academic Choice (2005) (74)
An Extension of the Internal/External Frame of Reference Model: A Response to Bong (1998) (2001) (74)
Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. (2016) (74)
The outward bound bridging course for low‐achieving high school males: Effect on academic achievement and multidimensional self‐concepts (1988) (73)
Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering. (2007) (73)
The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming (2013) (72)
Structural Equation Models of Latent Interactions: An Appropriate Standardized Solution and Its Scale-Free Properties (2010) (72)
The Multidimensionality of the Rotter I-E Scale and its Higher-order Structure: An Application of Confirmatory Factor Analysis. (1987) (72)
The Factorial Invariance of Student Evaluations of College Teaching (1984) (71)
What is the Nature of Self-Esteem? Unidimensional and Multidimensional Perspectives. (2006) (71)
Physical fitness self-concept: Relations of physical fitness to field and technical indicators for boys and girls aged 9–15. (1993) (71)
Public/Catholic Differences in the High School and Beyond Data: A Multigroup Structural Equation Modeling Approach to Testing Mean Differences (1990) (70)
Peer Review in the Funding of Research in Higher Education: The Australian Experience (2001) (70)
Relations between global and specific domains of self : the importance of individual importance, certainty, and ideals (1993) (70)
Don't aim too high for your kids: Parental overaspiration undermines students' learning in mathematics. (2016) (69)
The Effects of Single-Sex and Mixed-Sex Mathematics Classes within a Coeducational School: A Reanalysis and Comment (1996) (67)
A Multidimensional Perspective on Students' Evaluations of Teaching Effectiveness: Reply to Abrami and d'Apollonia (1991). (1991) (64)
Competence self-perceptions (2017) (64)
A Jamesian model of self-investment and self-esteem: Comment on Pelham (1995). (1995) (63)
In search of the big fish: investigating the coexistence of the big-fish-little-pond effect with the positive effects of upward comparisons. (2008) (63)
The Use of Path Analysis to Estimate Teacher and Course Effects in Student Ratings of Instructional Effectiveness (1982) (63)
Students' evaluations of university teaching: Chinese version of the Students' Evaluations of Educational Quality Instrument. (1997) (62)
Confirmatory Factor Analysis of Multitrait‐Multimethod Data: The Construct Validation of Multidimensional Self‐Concept Responses (1990) (62)
Structural equation models of latent interaction. (2012) (61)
Exploratory Structural Equation Modeling (2022) (61)
Identification with deficient rank loading matrices in confirmatory factor analysis: Multitrait-multimethod models (1994) (60)
Construct validation of the self-description questionnaire ii with a French sample (2003) (60)
Can Two Tongues Live in Harmony: Analysis of the National Education Longitudinal Study of 1988 (NELS88) Longitudinal Data on the Maintenance of Home Language (2000) (60)
Causal Effects of Academic Self-Concept on Academic Achievement: A Reanalysis of Newman (1984). (1988) (60)
Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong (2015) (59)
The Relative Influence of Course Level, Course Type, and Instructor on Students' Evaluations of College Teaching (1981) (59)
The Lability of Psychological Ratings: The Chameleon Effect in Global Self-Esteem (1999) (59)
Self-concept : a synergy of theory, method, and application (2012) (59)
Personality Traits Moderate the Big-Fish-Little--Pond Effect of Academic Self-Concept. (2012) (57)
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020) (56)
Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013) (56)
Masculinity, Femininity and Androgyny: Their Relations With Multiple Dimensions of Self-Concept. (1987) (56)
Elite athlete self description questionnaire: hierarchical confirmatory factor analysis of responses by two distinct groups of elite athletes. (1997) (55)
Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models (2015) (55)
Masculinity, Femininity, and Androgyny: Relations to Self‐Esteem and Social Desirability (1987) (55)
Prior Subject Interest, Students' Evaluations, And Instructional Effectiveness. (1981) (55)
Masculinity and Femininity: A Bipolar Construct and Independent Constructs. (1989) (55)
Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes Direct and Indirect Effects of the Big-Fish-Little-Pond Effect (2010) (55)
A reciprocal effects model of the causal ordering of self-concept and achievement : new support for the benefits of enhancing self-concept (2005) (55)
Addressing the Challenges Faced by Early Adolescents: A Mixed-Method Evaluation of the Benefits of Peer Support (2009) (54)
Self-Concepts of Young Children Aged 5 to 8: Their Measurement and Multidimensional Structure. (1990) (54)
A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education (2016) (54)
Multitrait-Multimethod Analysis: Distinguishing between Items and Traits (1983) (54)
Multidimensional self-concepts: Relationships with inferred self-concepts and academic achievement (1984) (53)
The Psychological Performance Inventory: Is the mental toughness test tough enough? (2004) (53)
A Multimethod Perspective on Self-Concept Research in Educational Psychology: A Construct Validity Approach. (2006) (52)
Construct validity of physical self-description questionnaire responses: relations to external criteria. (1996) (52)
Students' Evaluations of Tertiary Instruction: Testing the Applicability of American Surveys in an Australian Setting (1981) (51)
The Use of Student Evaluations of University Teaching in Different Settings: The Applicability Paradigm (1992) (51)
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016) (51)
Happy fish in little ponds: Testing a reference group model of achievement and emotion. (2019) (50)
Confirmatory Factor Analysis of Multitrait-Multimethod Self-concept Data: Between-group and Within-group Invariance Constraints. (1993) (50)
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 (2011) (50)
A Comparison of Strategies for Forming Product Indicators for Unequal Numbers of Items in Structural Equation Models of Latent Interactions (2013) (49)
The Big-Fish-Little-Pond Effect in Mathematics (2014) (49)
The well-being profile (WB-Pro): Creating a theoretically based multidimensional measure of well-being to advance theory, research, policy, and practice. (2019) (49)
Applicability Paradigm: Students' Evaluations of Teaching Effectiveness in Different Countries. (1986) (49)
Testing the Factor Structure and Measurement Invariance Across Gender of the Big Five Inventory Through Exploratory Structural Equation Modeling (2016) (49)
Long-term stability of students' evaluations: A note on Feldman's “consistency and variability among college students in rating their teachers and courses” (1979) (49)
Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ) (2011) (48)
Effects of Single-Sex and Coeducational Schools: A Response to Lee and Bryk (1989) (48)
Self-Concept in Learning: Reciprocal effects model between academic self-concept and academic achievement (2010) (47)
The Factor Structure of the Values in Action Inventory of Strengths (VIA-IS): An Item-Level Exploratory Structural Equation Modeling (ESEM) Bifactor Analysis (2017) (46)
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 (2017) (46)
Do We See Ourselves as Others Infer: A Comparison of Self-Other Agreement on Multiple Dimensions of Self-Concept from Two Continents. (1993) (46)
The internal/external frame of reference of academic self-concept: Extension to a foreign language and the role of language of instruction. (2013) (46)
The Quest for Comparability: Studying the Invariance of the Teachers’ Sense of Self-Efficacy (TSES) Measure across Countries (2016) (46)
Gender differences in peer reviews of grant applications: A substantive-methodological synergy in support of the null hypothesis model (2011) (46)
Two-Parent, Stepparent, and Single-Parent Families: Changes in Achievement, Attitudes, and Behaviors during the Last Two Years of High School. (1990) (45)
A Multidimensional, Hierarchical Model of Self-Concept: An Important Facet of Personality (2008) (45)
Cross-cultural generalizability of year in school effects: Negative effects of acceleration and positive effects of retention on academic self-concept. (2016) (45)
Generalizability of the PSDQ and Its Relationship to Physical Fitness: The European French Connection (2004) (45)
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. (1996) (44)
Self-processes, learning, and enabling human potential (2008) (44)
If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school. (2015) (44)
Factors Predicting Life Satisfaction: A Process Model of Personality, Multidimensional Self-Concept, and Life Satisfaction (2008) (43)
Validating young children's self-concept responses : methodological ways and means to understand their responses (2008) (43)
Factors Affecting Students’ Evaluations of the Same Course Taught by the Same Instructor on Different Occasions (1982) (43)
The Challenge for Counsellors: Understanding and Addressing Indigenous Secondary Students' Aspirations, Self-concepts and Barriers to Achieving their Aspirations (2004) (43)
Individual differences in verbal and math self-perceptions: One factor, two factors, or does it depend on the construct? (2001) (42)
Effects of School-Average Achievement on Individual Self-Concept and Achievement: Unmasking Phantom Effects Masquerading as True Compositional Effects (2018) (41)
Negative Effects of School-Average Achievement on Academic Self-Concept: A Comparison of the Big-Fish-Little-Pond Effect across Australian States and Territories (2004) (41)
Internal/external frame of reference model (2015) (41)
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. (1994) (40)
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 (1999) (40)
A Bayesian Approach for Estimating Multilevel Latent Contextual Models (2016) (39)
Predicting self-esteem from perceptions of actual and ideal ratings of body fatness: is there only one ideal "supermodel"? (1996) (39)
Multilevel Modeling of Longitudinal Growth and Change: Substantive Effects or Regression Toward the Mean Artifacts? (2002) (38)
Academic self-concept and achievement (2015) (38)
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 (2018) (38)
Age and sex effects in multiple dimensions of preadolescent self-concept: A replication and extension (1985) (38)
Bringing together two theoretical models of relations between academic self-concept and achievement (2003) (38)
Peer review process: Assessments by applicant-nominated referees are biased, inflated, unreliable and invalid (2007) (38)
Assessing Multidimensional Physical Activity Motivation: A Construct Validity Study of High School Students (2006) (37)
Motivational constructs in Greek physical education classes: Factor structure, gender and age effects in a nationally representative longitudinal sample (2006) (37)
Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes (2010) (37)
Students' Evaluations of University Instructors: The Applicability of American Instruments in a Spanish Setting. (1985) (36)
Academic Productivity and Faculty Supplemental Income. (1980) (36)
The content specificity of math and english anxieties: The high school and beyond study (1988) (36)
The Self-Description Questionnaire II and Gifted Students: Another Look at Plucker, Taylor, Callahan, and Tomchin’s (1997) “Mirror, Mirror on the Wall” (2001) (36)
A longitudinal study of student and experienced nurses' self-concept. (2006) (36)
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020) (35)
The elusive importance effect: more failure for the Jamesian perspective on the importance of importance in shaping self-esteem. (2008) (35)
The Failure of Academically Selective High Schools To Deliver Academic Benefits: The Importance of Academic Self-Concept and Educational Aspirations. (1988) (35)
Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: reciprocal or unidirectional effects? (2008) (34)
Physical self-concept (2012) (34)
Natural anchoring at the neutral point of category rating scales (1978) (33)
Self-Esteem Stability and Responses to the Stability of Self Scale. (1993) (33)
A new reader trial approach to peer review in funding research grants: An Australian experiment (2006) (33)
Young people's interpersonal relationships and academic and nonacademic outcomes: Scoping the relative salience of teachers, parents, same-sex peers, and opposite-sex peers (2009) (33)
Motivation and Engagement in Science around the Globe: Testing Measurement Invariance with Multigroup Structural Equation Models across 57 Countries Using PISA 2006 (2013) (32)
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 (2013) (32)
A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling (2019) (32)
Self-concept is as multidisciplinary as it is multidimensional : a review of theory, measurement, and practice in self-concept research (2008) (32)
Diffusion effects : Control group contamination threats to the validity of teacher-administered interventions (2001) (32)
Cognitive discrepancy models: Actual, ideal, potential, and future self-perspectives of body image. (1999) (32)
Evaluating Reading Diagnostic Tests: An Application of Confirmatory Factor Analysis To Multitrait-Multimethod Data (1984) (32)
Construct Validation of Hebrew Versions of Three Physical Self-Concept Measures: An Extended Multitrait-Multimethod Analysis (2006) (32)
The Content Specificity of Relations between Academic Self-Concept and Achievement: An Extension of the Marsh/Shavelson Model. (1992) (31)
Still weighting for the right criteria to validate student evaluations of teaching in the IDEA system (1995) (31)
Cross'national study of the structure and level of multidimensional self'concepts: An application of confirmatory factor analysis (1987) (31)
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 (2016) (30)
Psychological Comparison Processes and Self–Concept in Relation to Five Distinct Frame–Of–Reference Effects: Pan–Human Cross–Cultural Generalizability over 68 Countries (2020) (30)
Reply upon SET research. (1999) (30)
PhD Students' Evaluations of Research Supervision (2002) (29)
THE TRANSITION FROM SINGLE‐SEX TO CO‐EDUCATIONAL HIGH SCHOOLS: TEACHER PERCEPTIONS, ACADEMIC ACHIEVEMENT, AND SELF‐CONCEPT (1989) (28)
Administering Self-Concept Interventions in Schools: No Training Necessary? A Meta-Analysis. (2006) (28)
Developing the mental toughness inventory (MTI) (2004) (28)
Evaluating tertiary teaching: A New Zealand perspective (1987) (28)
Expectancy-Value Theory revisited: From Expectancy-Value Theory to Expectancy-ValueS Theory? (2013) (27)
The Big-Fish–Little-Pond Effect, Competence Self-perceptions, and Relativity: Substantive Advances and Methodological Innovation (2015) (27)
Performance and Mastery Orientation of High School and University/College Students (2008) (27)
Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time (2020) (27)
Dimensional comparisons and their consequences for self-concept, motivation, and emotion (2015) (27)
Using postgraduate students' evaluations of research experience to benchmark departments and faculties: issues and challenges. (2009) (27)
Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement (2016) (26)
The Big Fish down under: Examining Moderators of the ‘Big-Fish-Little-Pond’ Effect for Australia's High Achievers (2011) (25)
The Reciprocal Effects Model Revisited (2015) (25)
Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching (2013) (24)
Inequity and Excellence in Academic Performance: Evidence From 27 Countries (2018) (24)
Validity of Students' Evaluations of Teaching: A Comparison with Instructor Self Evaluations by Teaching Assistants, Undergraduate Faculty and Graduate Faculty. (1979) (24)
Big fish little pond effect on academic self-concept : cross-cultural and cross-disciplinary generalizability (2005) (24)
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. (2016) (23)
Δ2 and χ2 I2 fit indices for structural equation models: A brief note of clarification (1995) (23)
Early prediction of reading achievement with the Sheppard School Entry Screening Test: A four-year longitudinal study. (1982) (23)
A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load. (2020) (23)
The Music Self-Perception Inventory: Development of a short form (2016) (23)
A Test of Bipolar and Androgyny Perspectives of Masculinity and Femininity: The Effect of Participation in an Outward Bound Program (1989) (23)
What type of school leadership satisfies teachers? A mixed method approach to teachers' perceptions of satisfaction (2005) (22)
Self-concepts of pre-adolescents with mild intellectual disabilities : issues of measurement and educational placement (2003) (22)
Testing measurement invariance across Spanish and English versions of the physical self-description questionnaire: an application of exploratory structural equation modeling. (2014) (22)
Phantom behavioral assimilation effects: systematic biases in social comparison choice studies. (2010) (22)
Work Tasks Motivation Scale for Teachers (2013) (22)
Late Immersion and Language of Instruction (English vs. Chinese) in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects. (2000) (21)
"Factorial structure and comparison between obese and non-obese chinese children’s physical self-concept" (2005) (21)
Teaching Self-Concept in Higher Education (2002) (21)
Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results. (1997) (21)
Stages of Change in Physical Activity: A Validation Study in Late Adolescence (2010) (21)
The physical self description questionnaire : furthering research linking physical self-concept, physical activity and physical education (2005) (21)
Measurement Invariance of the Self-Description Questionnaire II in a Chinese Sample (2016) (21)
A Reciprocal Effects Model of the Causal Ordering of Academic Self-Concept and Achievement (2004) (20)
Confirmatory factor analyses of Chinese students' evaluations of university teaching (1998) (20)
Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993) (1994) (20)
Developing a test for mental toughness : the Mental Toughness Inventory (MTI) (2005) (19)
Weiner’s attribution theory: Indispensable—but is it immune to crisis? (2018) (19)
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis (2020) (19)
Self-concept: The Construct Validity of the Self Description Questionnaire. (1981) (18)
Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry (2015) (18)
Participation in an;Outward Bound Program (2007) (18)
The relationship between research and teaching (2010) (18)
Self-Concept, motivation and identity: Underpinning success with research and practice (2015) (18)
Interaction Effects in Growth Modeling: A Full Model (2002) (18)
Reflections on the peer review process (1991) (17)
New frontiers for self research (2005) (17)
Simulation Study of Nonequivalent Group-Matching and Regression-Discontinuity Designs: Evaluations of Gifted and Talented Programs (1998) (17)
Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students (2019) (17)
EXPLORATORY STRUCTURAL EQUATION MODELING IN SECOND LANGUAGE RESEARCH (2022) (17)
ONE JOURNEY TO UNRAVEL THE RELATIONSHIP BETWEEN RESEARCH AND TEACHING (2019) (17)
Big-Fish-Little-Pond Effect on Academic Self-Concept: A Reply to Responses (2005) (17)
Physical self-concept changes in a selective sport high school: a longitudinal cohort-sequence analysis of the big-fish-little-pond effect. (2015) (16)
Validity of Social, Moral and Emotional Facets of Self-Description Questionnaire II (2015) (16)
The dimensional structure of students’ self-concept and interest in science depends on course composition (2019) (16)
Student motivation and engagement in mathematics, science, and English : multilevel modelling (2005) (16)
Tracking the Elusive Actual-Ideal Discrepancy Model Within Latent Subpopulations (2015) (16)
An Information Distortion Model of Social Class Differences in Math Self-Concept, Intrinsic Value, and Utility Value (2017) (16)
The Bias of Negatively Worded Items in Ratings Scales for Preadolescent Children: A Cognitive-Developmental Phenomenon. (1984) (15)
Latent-Variable Approaches to the Jamesian Model of Importance-Weighted Averages (2013) (15)
Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes (2019) (15)
Mental Toughness : Is the Mental Toughness Test Tough Enough ? (2004) (15)
Navigating the transition to adolescence and secondary school : a critical evaluation of the Impact of peer support (2005) (15)
Invariance testing across samples and time: Cohort-sequence analysis of perceived body composition [accepted manuscript] (2016) (15)
International advances in SELF research : speaking to the future (2003) (15)
Domain Specificity Between Peer Support and Self-Concept (2013) (15)
Multiple Evaluations of Grant Proposals by Independent Assessors: Confirmatory Factor Analysis Evaluations of Reliability, Validity, and Structure. (1999) (14)
Are peer tutoring programs effective in promoting academic achievement and self-concept in educational settings : a meta-analytical review (2005) (14)
Age and Sex Effects in Multiple Dimensions of Preadolescent Self-Concept. (1984) (14)
Physical Activity: Relations to Field and Technical Indicators of Physical Fitness for Boys and Girls Aged 9-15 (1994) (14)
What Happens to Physical Activity Behavior, Motivation, Self-Concept, and Flow After Completing School? A Longitudinal Study (2010) (14)
Importance models of the physical self: Improved methodology supports a normative‐cultural importance model but not the individual importance model (2014) (14)
Students' Evaluations of Teaching: An Update. AAHE-ERIC Higher Education Research Currents. (1982) (14)
Construct validation of the Self-Description Questionnaire II (short version) for indigenous Australian secondary school students (2005) (14)
A Longitudinal Perspective of Students' Evaluations of University Teaching: Ratings of the Same Teachers over a 13-Year Period. (1992) (14)
Strengthening anti-bullying research : an investigation into the misuse of dichotomous variables (2005) (13)
Self-other agreement and self-other differences on multidimensional self-concept ratings (1990) (13)
Countries, parental occupation, and girls' interest in science (2019) (13)
Faculty Earnings Compared with Those of Nonacademic Professionals. (1981) (13)
EXPERIMENTAL MANIPULATIONS OF UNIVERSITY STUDENT MOTIVATION AND THEIR EFFECTS ON EXAMINATION PERFORMANCE (1984) (13)
Chinese SELF-description questionnaire : cross-cultural validation and extension of theoretical self-concept models (2003) (13)
A stronger latent‐variable methodology to actual–ideal discrepancy (2008) (13)
Threats to gifted and talented students' self concepts in the big pond : research results and educational implications (2002) (13)
Representing the circles in our minds: confirmatory factor analysis of circumplex structures and profiles (2009) (13)
Self-concept research : driving international research agendas : collected papers of the Second Biennial Self-concept Enhancement and Learning Facilitation (SELF) Research Centre International Conference, Sydney, Australia, 6-8 August, 2002 (2002) (12)
Assessing academic motivation among elementary school children : the Elementary School Motivation Scale (ESMS) (2005) (12)
Physical self-concept and sport. (2007) (12)
Is Parsimony Always Desirable: Response to Sivo and Willson, Hoyle, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and Others (1998) (12)
Teaching the teachers mandatory Aboriginal Studies. volume I, recent successful strategies (2005) (12)
Physical Self-Description Questionnaire (2017) (12)
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes (2017) (12)
Assessing Educational Effectiveness: Policy Implications from Diverse Areas of Research* (2011) (12)
Development and validation of the mental toughness inventory (MTI) : a construct validation approach (2011) (11)
An investigation into the relationship between physical activity motivation, flow, physical self-concept and activity levels in adolescence (2004) (11)
What Makes a Difference during the Last Two Years of High School: An Overview of Studies Based on High School and Beyond Data. (1992) (11)
Self-Concept: From Unidimensional to Multidimensional and Beyond (2015) (11)
Theoretical models of self-concept (1993) (11)
Do women have less success in peer review (2009) (11)
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. (2021) (11)
Students' Evaluations of Instructional Effectiveness: Relationship to Student, Course and Instructor Characteristics. (1978) (11)
Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach (2021) (11)
The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools (2008) (10)
Individually Weighted-Average Models: Testing a Taxonomic SEM Approach Across Different Multidimensional/Global Constructs Because the Weights “Don’t Make No Nevermind” (2018) (10)
Character building or subversive consequences of employment during high school : Causal effects based on propensity score models for categorical treatments (2014) (10)
Goodness of Fit in Confirmatory Factor Analysis : The Effects of Sample Size and Model Complexity (2007) (10)
Developmental investigation of the domain-specific nature of the life satisfaction construct across the post-school transition. (2015) (10)
Impact of an elite sport lifestyle on educational choices and career outcomes (2004) (10)
Research on situated motivation and emotion: Progress and open problems (2022) (10)
Students' evaluations of teaching effectiveness and implicit theories: A critique of Cadwell and Jenkins (1985). (1987) (10)
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion. (2021) (10)
Teaching the teachers aboriginal studies: Impact on teaching (2005) (10)
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study. (2021) (9)
Longitudinal Approaches to Stages of Change Measurement: Effects on Cognitive and Behavioral Physical Activity Factors (2010) (9)
The Multi-Faceted Structure of School Achievement Motivation: A Case for Social Goals. (2001) (9)
The Negative Year in School Effect: Extending Scope and Strengthening Causal Claims (2019) (9)
PREDICTORS AND CORRELATES OF SELF-ESTEEM IN DEAF ATHLETES (2015) (9)
Breaking the self-concept enhancement conundrum: Re-conceptualising the next generation of self-concept enhancement research (2003) (9)
Appropriate Standardized Estimates of Latent Interaction Models without the Mean Structure (2011) (9)
Value Beliefs About Math (2020) (9)
Mathematics and science achievements predicted by self-concept and subject value among 8th grade Saudi students : Invariance across gender (2014) (9)
The Assessment Of Writing Effectiveness: A Multidimensional Perspective (1987) (9)
Music self-concept and self-esteem formation in adolescence: A comparison between individual and normative models of importance within a latent framework (2017) (8)
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes. (2020) (8)
Fathers and Male Teachers: Effects on Boys Academic and Non-Academic Development (2010) (8)
Teaching the teachers mandatory Aboriginal Studies. volume II, Case studies of exemplary practice in preservice teacher education (2005) (8)
Why is support for Jamesian actual–ideal discrepancy model so elusive? A latent-variable approach (2014) (8)
Enhancing students' self-concepts and related constructs: A critical longitudinal analysis capitalising on and combining promising enhancement techniques for educational settings (1999) (8)
A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers (2019) (8)
The Structure and Development of Young Children's Self-Concepts and Relation to Academic Achievement. (2000) (8)
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups. (2020) (8)
The fallacy of laissez-faire leadership : a multilevel analysis of the influence of leadership avoidance behaviours on aspects of school learning environment (2005) (8)
Appropriate Standardized Estimates for Moderating Effects in Structural Equation Models (2008) (8)
Cross-cultural validation of self-concept measures and theoretical models, in the Chinese context (2003) (7)
The Relationship Between Students' Evaluations of Faculty and Instructional Improvement. (1976) (7)
Self-concept, motivation and identity : Where to from here? Proceedings of the Third International Biennial SELF Research Conference [CD-ROM] (2004) (7)
Multidimensional Self Concepts: Do Positively and Negatively Worded Items Measure Substantively Different Components of Self. (1986) (7)
Support for a reciprocal effects model of self-concept and academic achievement through a contrast of multidimensional and unidimensional approaches (2006) (7)
Workload, grades, and students' evaluations of teaching: Clear understanding sometimes requires more patient explanations. (1998) (7)
Physical self-concept as an important outcome in physical education classes : evaluation of the usefulness in physical education of three physical self concept measures utilising a database of Australian and Israeli students (2005) (7)
A three-dimensional taxonomy of achievement emotions. (2023) (7)
School grades and students’ emotions: Longitudinal models of within-person reciprocal effects (2022) (6)
Students' Evaluations of College/University Teaching: A Description of Research and an Instrument. (1980) (6)
How we judge ourselves from different perspectives: Contextual influences on self-concept formation (2008) (6)
Bridging transition to adolescence and secondary school : the power of peer support in enhancing self-concept and other desirable outcomes (2004) (6)
Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives (2022) (6)
There and back again from bully to victim and victim to bully : a reciprocal effects model of bullying behaviours in schools (2005) (6)
Bullying in schools : what can we glean from self-concept theory? (2005) (6)
Reciprocal effects of self-concept and achievement : competing multidimensional and unidimensional perspectives (2005) (6)
The Relationship Between Students' Evaluation of Instruction and Expected Grades. (1976) (6)
Interaction Effects in Latent Growth Models: Evaluation of Alternative Estimation Approaches (2014) (6)
Global Self-Esteem: Its Relation to Weighted Averages of Specific Facets of Self-Concept. (1985) (6)
Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect (2021) (6)
Self-concept enhancement : a meta-analysis integrating a multidimensional perspective (2004) (6)
Adolescent anorexia nervosa and self-concept (2004) (6)
Value Beliefs About Math A Bifactor-ESEM Representation (2018) (6)
Running Head: Shape and Level Disentangling Shape from Levels Effects in Person-Centered Analyses: An Illustration Based University Teacher Multidimensional Profiles of Effectiveness (2016) (6)
Self-concept, motivation and identity: Where to from here? July 4-7, 2004 Berlin, Germany. Book of abstracts. Third International Biennial SELF Research Conference (2004) (5)
The equal correlation baseline model: Comment and constructive alternatives (1998) (5)
The Centrality of Academic Self-Concept to Motivation and Learning (2019) (5)
Positive and Negative Ability Beliefs among Navajo High School Students: How Do They Relate to Students' School Achievement Goals?. (2002) (5)
Quantitative Modelling of Correlational and Multilevel Data in Educational Research: A Construct Validity Approach to Exploring and Testing Theory (2011) (5)
Potent ways forward: New multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potential relations to traditional bullying constructs. (2013) (5)
Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior (2022) (5)
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state? (2021) (5)
Multidimensional Evaluations of Writing Effectiveness. (1984) (5)
Utility of Student Ratings. (1987) (4)
Improving standardized reading comprehension : the role of question-answering (2005) (4)
Self-concept intervention research in school settings : a multivariate, multilevel model meta-analysis (2005) (4)
Teaching preservice teachers Aboriginal studies : do mandatory teacher education courses work? (2003) (4)
The baby and the bathwater: On the need for substantive–methodological synergy in organizational research (2021) (4)
Social comparison theory and people with mild intellectual disabilities: it is more complex than you think (2006) (4)
Characteristics of effective anti-bullying interventions : what research says (2005) (4)
Relations Between Elite Athlete Self-Concept And International Swimming Performance Clark Perry and Herbert W. Marsh Self-concept Enhancement and Learning Facilitation Research Centre University of Western Sydney, Australia Paper presented at NZARE AARE, Auckland, New Zealand November 2003 PER03785 (2004) (4)
Domain specificity of the student motivation and engagement scale : analyses across English, mathematics, and science high school subjects (2004) (4)
Social Identity and Navajo High School Students: Is a Strong Social Identity Important in the School Context? (2002) (4)
Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation (2021) (4)
Academic motivation and engagement : a domain specific approach (2005) (4)
Assessing Educational Effectiveness (2010) (4)
Indigenous students' aspirations : discerning dreams and realities (2003) (4)
Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering. (2022) (4)
The Hierarchical Structure of Academic Self-Concept: The Marsh/Shavelson Model. (1986) (4)
Neutral-point anchoring in ratings of personality-trait words (1983) (4)
Uncovering everyday dynamics in students’ perceptions of instructional quality with experience sampling (2022) (3)
Predicting Reading Achievement from Kindergarten to Third Grade — Implications for Screening (1983) (3)
The Multidimensionality of the Rotter I-E Scale: An Application of Confirmatory Factor Analysis. (1984) (3)
Relationships between Flow, Self-Concept, Relationships between Flow, Self-Concept, Relationships between Flow, Self-Concept, Relationships between Flow, Self-Concept, Relationships between Flow, Self-Concept, Psychological Skills, and Performance Psychological Skills, and Performance Psychological (2001) (3)
The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being. (2022) (3)
Social comparison : its role in the big-fish-little-pond effect (2004) (3)
Fear of failure in students' academic lives : exploring the roles of self-handicapping and defensive pessimism from longitudinal, multidimensional, and qualitative perspectives (2005) (3)
The next frontier : advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities (2015) (3)
Reading and Arithmetic Achievement in Primary Years for Students from Non-English-Speaking Families: A Seven-Year Longitudinal Comparison (1986) (3)
Extending the reciprocal effects model of math self-concept and achievement: Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations. (2022) (3)
The effects of within-school transitions on academic motivation and self-concept (2005) (3)
The Effect of Different Educational Placements on the Multidimensional Self-Concepts of Students with Mild Disabilities: Preliminary Results of a Meta-Analysis (1997) (3)
Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools (2021) (3)
SEEQing the Truth about Student Ratings of Instruction@@@Students' Evaluations of University Teaching: Research Findings, Methodological Issues, and Directions for Future Research (1989) (3)
Students' Evaluations of Instructional Effectiveness: Research and a Survey Instrument. (1974) (3)
Development and validation of the mental toughness inventory (MTI): construct validation approach: S. Cory Middleton, Andrew J. Martin and Herb W. Marsh (2012) (3)
The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective. (2022) (3)
Exploring the effect of relationship dynamics and dimensions of support on gymnasts' and figure skaters' self-concept, education & psychological resilience : a research proposal (2005) (3)
Taking a closer look at adolescent girls with anorexia nervosa : How different are they to non-clinical adolescent girls in terms of self-concept and body image? (2003) (3)
A macro context theory of academic self-concept: Ability stratification and the big-fish-little-pond effect (2019) (3)
Adolescent Peer Relations Instrument: Bully/Target (2012) (3)
The Designing of CALM (Computer Anxiety and Learning Measure): Validation of a Multidimensional Measure of Anxiety and Cognitions Relating to Adult Learning of Computing Skills Using Structural Equation Modeling (1998) (3)
Assimilation and contrast effects in social comparison and automatic behavior : or, how to change your IQ (2004) (2)
Multitrait-Multimethod Data: An Evaluation of Five Analytic Approaches. (1991) (2)
The Beyond Bullying Program : An Innovative Program Empowering Teachers to Counteract Bullying in Schools (2004) (2)
Self-concept and academic motivation of Chinese students in Hong Kong (2005) (2)
Verbal and Math Self-Concepts: An Extension of the Internal/External Frame of Reference Model. (1987) (2)
Differences in cost, tenure ratio, and faculty flow as a result of changed mandatory retirement ages (1980) (2)
Relationship to Background Characteristics: The Witch Hunt for Potential Biases in Students' Evaluations. (1987) (2)
Unmasking the true effects of self-concept interventions and suggested guidelines for rectification (2004) (2)
Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. (2023) (2)
A comprehensive multilevel model meta-analysis of self-concept interventions (2006) (2)
East meets West : an examination of the big-fish-little-pond effect in Western and non-Western countries (2008) (2)
Reunification of East and West German School Systems and the Big Fish Little Pond Effect on Academic Self-concept ® (2000) (2)
School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school. (2022) (2)
Educational and mental health implications of the multidimensional model of the self-concept for adolescent girls : comparison of clinical and non-clinical samples (2005) (2)
The causal ordering among the quality of relationships with parents and friends and academic motivation (2005) (2)
Investigating the Association between the Big Fish Little Pond Effect and Grading on a Curve: A Large-Scale Quasi-Experimental Study (2021) (2)
The positive effects of upward comparison : can they coexist with the big-fish-little-pond effect? (2005) (2)
Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. (2022) (2)
The Comparison of Nomothetic (Highly Structured) and Idiographic (Open-ended) Measures of Multifaceted Self-Concepts (2013) (2)
Disentangling Indigenous Students’ Aspirations: A Critical Analysis Elucidating Dreams and Realities (2004) (2)
Gasteditorial Big-Fish-Little-Pond Effect on Academic Self-Concept 1 Der "Big-Fish-Little-Pond"-Effekt und das akademische Selbstkonzept (2005) (2)
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences. (2022) (2)
Overview : new frontiers for self research (2005) (2)
A tale of many countries : a review of big-fish-little-pond effect research in different cultural contexts (2013) (2)
Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. (2023) (2)
Can we change the size of the pond? : future directions for big-fish-little-pond effect research (2005) (2)
Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation (2005) (2)
The role of academic self-concept and interest in determining academic achievement (2004) (2)
Total Faculty Earnings, Academic Productivity and Demographic Variables. (1979) (2)
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study. (2021) (2)
The construct validity and generalisability of V'O2 max for boys and girls aged 9-15 (1993) (2)
How far can the big fish swim? Extending the reach of the big-fish-little-pond effect (2006) (2)
Big Fish Little Pond Effects on Academic Self-concept: Counterbalancing Contrast and Reflected Glory Effects in Hong Kong High Schools ® (1999) (2)
The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis (2021) (2)
Making the leap from good to great : comparisons between sub-elite and elite athletes on mental toughness (2005) (2)
The Composite Direct Product Model: Strengths, Limitations, and New Approaches. (1993) (2)
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Do My Self-Beliefs Lead Me to Bully or be Bullied ? An Investigation into the Causal Relations Between Bullying , Victimisation and Self-Concept (2004) (1)
An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being (2021) (1)
School Belonging Predicts whether an Emerging Adult will be Not in Education, Employment, or Training (NEET) after School (2021) (1)
The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models (2022) (1)
Negative Effects of Academically Selective Schools on Academic Self-concept : Cross-Cultural Comparisons of Australian Results with those in 26 Countries (2013) (1)
Moving out: the impact on the self and other related variables for people with mild intellectual disabilities (2002) (1)
Relationship dynamics and dimensions of support for figure skaters and significant others : implications for schooling (2005) (1)
The Roles of Social-Emotional Skills in Students’ Academic and Life Success: A Multi-Informant, Multi-Cohort Perspective (2021) (1)
Perceived discrimination and academic motivation within the school setting (2005) (1)
Unravelling the structure and measurement of indigenous students' self-concepts and aspirations (2004) (1)
"Dr Fox" Studies. (1987) (1)
A Comparison of Professional Earnings by Occupation - 1976. (1979) (1)
Self Description Questionnaire II--Short Form (2016) (1)
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning (2023) (1)
The instructional features of an effective and practical intervention for significant improvements in reading comprehension (2005) (1)
Physical Self-Description Questionnaire--Spanish Version (2019) (1)
Correction to: ‘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’ (2012) (1)
Juxtaposition of multi-dimensional self-concept and personality constructs in educational settings : construct validity in relation to academic outcomes (2005) (1)
Does Home Language Hamper English Achievement: Analysis of the NELS88 Longitudinal Data. (1998) (1)
Perceptions of family functioning and self-concept in adolescent anorexia nervosa (2006) (1)
Ethical and Economic Issues. An Interview Survey at Ten Universities. (1977) (1)
Multidimensional Vs . Unidimensional Perspectives of Self-Concepts in Adolescent Mental Health : (2004) (1)
Transtheoretical model of behavioural change : applicability of theory and measurement to engagement in homework (2004) (1)
Physical activity in the lives of older adults: The relative contribution of demographic, health, psychological, social, and environmental correlates (2007) (1)
"How to Do" Structural Equation Modeling in LISREL: A Guide for Novice and Intermediate Users. (1999) (1)
Dimensionality of Students' Evaluations. (1987) (1)
Relative Influence of Course Level, Course Type, and Instructor on Students' Evaluation of Instruction. (1980) (1)
Big-Fish-Little-Pond effect: The negative effects of academically selective schools (2007) (1)
A Multidimensional, Hierarchical Self-Concept Page (2013) (1)
Effects of Year of Schooling , Gender , and Self-efficacy on High School Students Participation in Physical Activity : Social and Educational Implications (2013) (1)
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 (2012) (1)
Designing Instructional Text in a Conversational Style: A Meta-analysis (2013) (1)
Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions (2015) (1)
The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration With PISA 2018 (2020) (1)
Physical self-concept, actual-ideal body image discrepancies and obesity in Hong Kong school children : cultural differences in the value of moderation (2005) (1)
Integrating Self-Worth Motivation Theory and Need Achievement Theory : A Quadripolar Representation of Self-Handicapping and Defensive Pessimism ® (2013) (1)
School principals' mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. (2022) (1)
Actual/ideal body images of high school girls and how it affects their self-esteem : implications for educational and clinical institutions (2005) (1)
School Autonomy Policies Lead to Increases in Principal Autonomy and Job Satisfaction (2021) (1)
TITLE Multidimensional Self Concepts : Do Positively and Negatively (2011) (1)
The Self: How Does it Relate to Locus of Control, Quality of Life and Adaptive Behaviour for People with Mild Intellectual Disabilities? (2003) (1)
The Affective, Continuance and Normative Organisational and Occupational Commitment Scales—Adaptive Version (2016) (0)
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A multilevel analysis of the effects of principal leadership style behaviours on the relationship dimensions of school learning environment (2004) (0)
Teacher-Administered Self-Concept Interventions: Do Diffusion Effects Exist?. (2000) (0)
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School Leaders’ Self-Efficacy and Job Satisfaction Over Nine Annual Waves: A Substantive-Methodological Synergy Juxtaposing Competing Models of Directional Ordering (2023) (0)
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Predicting university entry using machine-based models and solutions [accepted manuscript] (2018) (0)
The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries (2022) (0)
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Student resilience and boosting academic buoyancy (2020) (0)
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High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests. (2021) (0)
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Regression Toward the Mean Artifacts and Matthew effects in multilevel value-added analyses of individual schools (2005) (0)
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Cognitive and Affective Outcomes: Their Relationship to Effective Teaching and Students' Evaluations of Instruction. (1978) (0)
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Does tracking make a difference? A multination study of socio-economic inequality in high school choices (2013) (0)
Finding nemo: an overview of new currents in Big-fish-little-pond effect research (2009) (0)
The Multidimensional Structure of Academic (2016) (0)
The many emerging selves of the student teacher: Idiographic and nomothetic perspectives on learning, teaching and performing. (1994) (0)
Engaging students through a conversational writing style (2015) (0)
Future directions in self-concept (1993) (0)
Investigating the Association between Grading on a Curve and the Big Fish Little Pond Effect: A Large-Scale Quasi-Experimental Study (2021) (0)
Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps (2023) (0)
Midterm Feedback from Students: Its Relationship to Instructional Improvement and Students' Cognitive and Affective Outcomes. (1979) (0)
Moving out: the impact of deinstitutionalisation on salient affective variables for people with mild intellectual disabilities (2004) (0)
What you see is not always what you get : the self-concepts of adolescent girls with anorexia nervosa. (2004) (0)
Trajectories of academic self-concept during the elementary school years: A growth mixture analysis (2022) (0)
Addressing an old issue from a new methodological perspective: a proposition on how to deal with bias due to multilevel measurement error in the estimation of the effects of school composition (2014) (0)
Competence self-perceptions [accepted manuscript] (2017) (0)

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