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Re‐examining the reciprocal effects model of self‐concept, self‐efficacy, and academic achievement in a comparison of the Cross‐Lagged Panel and Random‐Intercept Cross‐Lagged Panel frameworks

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References

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2003The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school.301 cited

2013Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure260 cited

2011The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components.183 cited

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