Cited by

• 2011The Reciprocal Internal/External Frame of Reference Model197 cited
• 2005Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children189 cited
• 2012The impact of attitudes and aspirations on educational attainment and participation183 cited
• 2012School motivation and high school dropout: The mediating role of educational expectation163 cited
• 2006A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach157 cited
• 2012The relationship between academic self-concept and achievement: A multicohort–multioccasion study150 cited
• 2008Longitudinal Analysis of Intrinsic Motivation and Competence Beliefs: Is There a Relation Over Time?135 cited
• 2004Le sentiment d'efficacité personnelle dans l'apprentissage et la formation : quel rôle joue-t-il ? D'où vient-il ? Comment intervenir ?128 cited
• 2006The causal ordering of self-concept and academic motivation and its effect on academic achievement126 cited
• 2014The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance122 cited
• 2011Social influences, school motivation and gender differences: an application of the expectancy‐value theory120 cited
• 2018On the effects of social, temporal, and dimensional comparisons on academic self-concept.116 cited
• 2010Noncognitive Skills in the Classroom: New Perspectives on Educational Research108 cited
• 2012The roles of competence beliefs and goal orientations for change in intrinsic motivation.105 cited
• 2004Die Genese akademischer Selbstkonzepte:100 cited
• 2006An extension to the internal/external frame of reference model to two verbal and numerical domains98 cited