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Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures.
16 references·0 citing·41 second hop
Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures. (2015)Selective school systems and academic sel…Structural Equation Modeling: Applications Using Mplus (2012)Structural Equation Modeling:…Self-concept and academic achievement: A meta-analysis of longitudinal relations (2011)Self-concept and academic ach…Introduction to Psychometric Theory (2011)Introduction to Psychometric …Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective (2010)Achievement Inequality and th…Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error (2009)Doubly-Latent Models of Schoo…The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008)The Big-fish–little-pond-effe…PISA 2006: Science Competencies for Tomorrow's World (2007)PISA 2006: Science Competenci…Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. (2006)Tracking, grading, and studen…Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries (2006)Does Educational Tracking Aff…Education At A Glance (2005)Education At A GlanceThe Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review (2004)The Relation Between Self-Bel…Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. (2003)Big-Fish--Little-Pond effect …A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. (1988)A multifaceted academic self-…The big-fish-little-pond effect on academic self-concept. (1987)The big-fish-little-pond effe…Self-Concept: Its Multifaceted, Hierarchical Structure (1985)Self-Concept: Its Multifacete…Identity : Youth and Crisis. 1968 (1968)Identity : Youth and Crisis. …Conceiving the self (1979)Motivational and self-regulated learning components of classroom academic performance. (1990)Self-Efficacy: The Exercise of Control (1999)Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering (2005)Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis (2014)Spheres of Justice (1983)Keeping Track: How Schools Structure Inequality. 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References

  • 1968Identity : Youth and Crisis. 196815,133 cited
  • 2005Education At A Glance2,378 cited
  • 1985Self-Concept: Its Multifaceted, Hierarchical Structure1,518 cited
  • 2004The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review1,314 cited
  • 2012Structural Equation Modeling: Applications Using Mplus1,303 cited
  • 2011Introduction to Psychometric Theory1,107 cited
  • 1987The big-fish-little-pond effect on academic self-concept.1,080 cited
  • 2006Does Educational Tracking Affect Performance and Inequality? Differences‐ in‐Differences Evidence Across Countries1,042 cited
  • 2010Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective796 cited
  • 2007PISA 2006: Science Competencies for Tomorrow's World765 cited
  • 1988A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement.741 cited
  • 2003Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools.719 cited
  • 2011Self-concept and academic achievement: A meta-analysis of longitudinal relations558 cited
  • 2009Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error

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482 cited
  • 2008The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research467 cited
  • 2006Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.450 cited
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