Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.

16 references·16 citing·44 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1954A Theory of Social Comparison Processes20,836 cited
1982Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models12,786 cited
2002Motivational Beliefs, Values, and Goals7,564 cited
2006The Four-Phase Model of Interest Development4,692 cited
1976Self-Concept: Validation of Construct Interpretations4,164 cited
1986Keeping Track: How Schools Structure Inequality.3,424 cited
1982Psychological perspectives on the self2,300 cited
1988Toward a Self-Evaluation Maintenance Model of Social Behavior1,873 cited
2007Development of Achievement Motivation1,866 cited
2000Motivating the Academically Unmotivated: A Critical Issue for the 21st Century1,689 cited
2005Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering1,198 cited
1987The big-fish-little-pond effect on academic self-concept.1,080 cited
1997Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.1,040 cited
2001PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich925 cited
1993Situational interest: Its multifaceted structure in the secondary school mathematics classroom.

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

891 cited

2002The Development of Competence Beliefs, Expectancies for Success, and Achievement Values from Childhood through Adolescence821 cited

Cited by

2014“My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures440 cited
2016Relations between teachers’ emotional exhaustion and students’ educational outcomes.339 cited
2008Educational Transitions and Differential Learning Environments: How Explicit Between-School Tracking Contributes to Social Inequality in Educational Outcomes322 cited
2017Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model249 cited
2011School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment248 cited
2018I can do this! The development and calibration of children’s expectations for success and competence beliefs246 cited
2009Academic self-concept and emotion relations: Domain specificity and age effects245 cited
2012Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science.239 cited
2007The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation239 cited
2016Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject237 cited
2009Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement.217 cited
2010Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics.206 cited
2008Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries203 cited
2016Low-Performing Students202 cited
2014Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement200 cited
2011Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes187 cited