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Joana Stocker, Maher Abu-Hilal, Ehab Hermena, Maryam AlJassmi & Mariapaola Barbato. (2021) Internal/external frame of reference model and dimensional comparison theory: a novel exploration of their applicability among Arab high school students. Educational Psychology 41:4, pages 483-501.
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Alexandre J. S. Morin, A. Katrin Arens & Herbert W. Marsh. (2016) A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality. Structural Equation Modeling: A Multidisciplinary Journal 23:1, pages 116-139.
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Maarten Pinxten, Bieke De Fraine, Wim Van Den Noortgate, Jan Van Damme, Tinneke Boonen & Gudrun Vanlaar. (2015) ‘I choose so I am’: a logistic analysis of major selection in university and successful completion of the first year. Studies in Higher Education 40:10, pages 1919-1946.
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Articles from other publishers (35)
Igor Esnaola, Albert Sesé, Lorea Azpiazu & Yina Wang. (2023) Revisiting the academic self‐concept transcultural measurement model: The case of Spain and China. British Journal of Educational Psychology 94:1, pages 89-111.
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Alexandra Petrak, Friederike Helm, Fabian Wolff & Jens Möller. (2023) Agentic and communal self-evaluations: The role of dimensional comparisons. Learning and Individual Differences 105, pages 102303.
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Jennifer E. Hausen, Jens Möller, Samuel Greiff & Christoph Niepel. (2023) Morningness and state academic self-concept in students: Do early birds experience themselves as more competent in daily school life?. Contemporary Educational Psychology 74, pages 102199.
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Timo Gnambs & Kathrin Lockl. (2022) Bidirectional effects between reading and mathematics development across secondary schoolBidirektionale Effekte zwischen Lese- und Mathematikentwicklung in der Sekundarstufe. Zeitschrift für Erziehungswissenschaft 26:2, pages 345-371.
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Sulaiman M. Al-Balushi, Nasser Mansour, Rashid S. Almehrizi, Abdullah K. Ambusaidi & Ibrahim S. Al-Harthy. (2022) The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities. Eurasia Journal of Mathematics, Science and Technology Education 18:11, pages em2184.
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Jessika Golle, Maja Flaig, Ann-Kathrin Jaggy & Richard Göllner. (2022) Who’s bored in school?Wer langweilt sich in der Schule?. Zeitschrift für Erziehungswissenschaft 25:5, pages 1125-1149.
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Keith A. Edmonds & Jason P. Rose. (2022) Exploring the impact of dimensional comparisons in health contexts. Social and Personality Psychology Compass 16:7.
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Marlis Buchmann, Jeanine Grütter & Antonio Zuffianò. (2021) Parental educational aspirations and children’s academic self‐concept: Disentangling state and trait components on their dynamic interplay. Child Development 93:1, pages 7-24.
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Nathalie Schauffel, Isabelle Schmidt, Henrike Peiffer & Thomas Ellwart. (2021) Self-concept related to information and communication technology: Scale development and validation. Computers in Human Behavior Reports 4, pages 100149.
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Hanna Gaspard, Fani Lauermann, Norman Rose, Allan Wigfield & Jacquelynne S. Eccles. (2019) Cross‐Domain Trajectories of Students’ Ability Self‐Concepts and Intrinsic Values in Math and Language Arts. Child Development 91:5, pages 1800-1818.
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Rebecca Lazarides & Fani Lauermann. (2019) Gendered Paths Into STEM-Related and Language-Related Careers: Girls’ and Boys’ Motivational Beliefs and Career Plans in Math and Language Arts. Frontiers in Psychology 10.
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Joshua L. Howard, Marylène Gagné, Alexandre J. S. Morin & Jacques Forest. (2016) Using Bifactor Exploratory Structural Equation Modeling to Test for a Continuum Structure of Motivation. Journal of Management 44:7, pages 2638-2664.
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Lihua Han. (2018) An Interdisciplinary Intelligent Teaching System Model Based on College Students' Cognitive Ability. An Interdisciplinary Intelligent Teaching System Model Based on College Students' Cognitive Ability.
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Isabelle Schmidt, Martin Brunner, Lena Keller, Vsevolod Scherrer, Rachel Wollschläger, Tanja Gabriele Baudson & Franzis Preckel. (2017) Profile formation of academic self-concept in elementary school students in grades 1 to 4. PLOS ONE 12:5, pages e0177854.
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Katarzyna Gogol, Martin Brunner, Romain Martin, Franzis Preckel & Thomas Goetz. (2017) Affect and motivation within and between school subjects: Development and validation of an integrative structural model of academic self-concept, interest, and anxiety. Contemporary Educational Psychology 49, pages 46-65.
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A. Katrin Arens & Alexandre J. S. Morin. (2016) Improved Representation of the Self-Perception Profile for Children Through Bifactor Exploratory Structural Equation Modeling. American Educational Research Journal 54:1, pages 59-87.
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Katarzyna Gogol, Martin Brunner, Franzis Preckel, Thomas Goetz & Romain Martin. (2016) Developmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety. Frontiers in Psychology 7.
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Stefan Schipolowski, Oliver Wilhelm & Ulrich Schroeders. (2014) On the nature of crystallized intelligence: the relationship between verbal ability and factual knowledge. Intelligence 46, pages 156-168.
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Graham Hardy. (2013) Academic Self-Concept: Modeling and Measuring for Science. Research in Science Education 44:4, pages 549-579.
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Jan-Henning Ehm, Sven Lindberg & Marcus Hasselhorn. (2013) Reading, writing, and math self-concept in elementary school children: influence of dimensional comparison processes. European Journal of Psychology of Education 29:2, pages 277-294.
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Malte Jansen, Ulrich Schroeders & Oliver Lüdtke. (2014) Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences. Learning and Individual Differences 30, pages 11-21.
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Martin Brunner, Katarzyna Marta Gogol, Philipp Sonnleitner, Ulrich Keller, Stefan Krauss & Franzis Preckel. (2013) Gender differences in the mean level, variability, and profile shape of student achievement: Results from 41 countries. Intelligence 41:5, pages 378-395.
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Antoine Fischbach, Ulrich Keller, Franzis Preckel & Martin Brunner. (2013) PISA proficiency scores predict educational outcomes. Learning and Individual Differences 24, pages 63-72.
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Ssu-Kuang Chen, Yu-Chen Yeh, Fang-Ming Hwang & Sunny S.J. Lin. (2013) The relationship between academic self-concept and achievement: A multicohort–multioccasion study. Learning and Individual Differences 23, pages 172-178.
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Ssu‐Kuang Chen, Fang‐Ming Hwang, Yu‐Chen Yeh & Sunny S. J. Lin. (2011) Cognitive ability, academic achievement and academic self‐concept: Extending the internal/external frame of reference model. British Journal of Educational Psychology 82:2, pages 308-326.
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Martin Brunner, Stefan Krauss & Laura Martignon. (2011) Eine alternative Modellierung von Geschlechtsunterschieden in MathematikAlternative Measurement Models to Assess Gender Differences in Mathematics. Journal für Mathematik-Didaktik 32:2, pages 179-204.
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Maarten Pinxten, Bieke de Fraine, Jan van Damme & Ellen D'Haenens. (2011) Causal ordering of academic self‐concept and achievement: Effects of type of achievement measure. British Journal of Educational Psychology 80:4, pages 689-709.
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Martin Brunner, Ulrich Keller, Caroline Hornung, Monique Reichert & Romain Martin. (2009) The cross-cultural generalizability of a new structural model of academic self-concepts. Learning and Individual Differences 19:4, pages 387-403.
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Jens MöllerBritta PohlmannOlaf KöllerHerb W. Marsh. (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, pages 1129-1167.
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Nada Polovina. (2009) Education of parents and attitude towards school of their daughters and sons. Zbornik Instituta za pedagoska istrazivanja 41:1, pages 76-99.
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Jürgen Baumert, Oliver Lüdtke, Ulrich Trautwein & Martin Brunner. (2009) Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement. Educational Research Review 4:3, pages 165-176.
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