SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement
16 references·0 citing·50 second hop
How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement (2023)How Strong Is the Evidence for a Causal R…Effect size guidelines for cross-lagged effects. (2022)Effect size guidelines for cr…Dynamic fit index cutoffs for confirmatory factor analysis models. (2021)Dynamic fit index cutoffs for…MplusAutomation : An R Package for Facilitating Large-Scale Latent Variable Analyses in M plus (2018)MplusAutomation : An R Packag…Gender differences in scholastic achievement: A meta-analysis. (2014)Gender differences in scholas…The separation of between-person and within-person components of individual change over time: A latent curve model with structured residuals. (2013)The separation of between-per…Handbook of Competence and Motivation (2013)Handbook of Competence and Mo…Handbook of structural equation modeling (2012)Handbook of structural equati…Self-concept and academic achievement: A meta-analysis of longitudinal relations (2011)Self-concept and academic ach…Academic self‐concept and academic achievement: Relations and causal ordering (2010)Academic self‐concept and aca…Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Reciprocal Effects of Self-Co…Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis (2006)Do Self-Concept Interventions…Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research (2005)Socioeconomic Status and Acad…Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering (2005)Academic Self-Concept, Intere…The structure of academic self-concept: The Marsh/Shavelson model. (1990)The structure of academic sel…Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. (1990)Causal ordering of academic s…Self-Concept: Validation of Construct Interpretations (1976)Self-Concept: Validation of C…Society and the Adolescent Self-Image (1965)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Self-efficacy: the exercise of control (1997)Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods (2012)Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2017)Variables associated with achievement in higher education: A systematic review of meta-analyses. (2017)Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. (1988)LISREL 7 : a guide to the program and applications (1989)Self-Efficacy and Academic Motivation (1991)Expectancy-value theory of achievement motivation: A developmental perspective (1994)Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Construct validity in psychological tests. (1955)The Varimax Criterion for Analytic Rotation in Factor Analysis (1958)The Process of Education (1960)Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. (1985)Social stigma and self-esteem: The self-protective properties of stigma. (1989)Structural Equations with Latent Variables (1989)Structural Equations with Latent Variables. (1991)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)The Science of Sex Differences in Science and Mathematics (2007)Global Evidence on Economic Preferences* (2018)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Self-Efficacy: The Exercise of Control (1999)Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept (2009)Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)PISA 2018 Assessment and Analytical Framework (2019)Social Capital in the Creation of Human Capital (1988)Statistical Methods for Meta-Analysis (1988)Social Capital in the Creation of Human Capital (2000)Socioeconomic status and the developing brain (2009)Socioeconomic status and the brain: mechanistic insights from human and animal research (2010)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Bias in meta-analysis detected by a simple, graphical test (1997)Practical Meta-Analysis (2000)Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016)Gender stereotypes about intellectual ability emerge early and influence children’s interests (2017)Introduction to Meta‐Analysis (2021)Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling: A Monte Carlo Simulation Study (2007)lavaan : An R Package for Structural Equation Modeling (2012)Principles and Practice of Structural Equation Modeling (2012)tidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software (2018)Is well-being associated with the quantity and quality of social interactions? (2019)Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions (2023)Who Took the “×” out of Expectancy-Value Theory? (2011)The combined cognitive bias hypothesis in depression (2012)Un viaje alrededor de alfa y omega para estimar la fiabilidad de consistencia interna (2017)The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)Implications for educational practice of the science of learning and development (2019)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)
this work references cited by second hop

References

  • 2005Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research4,828 cited
  • 2013Handbook of Competence and Motivation4,686 cited
  • 1976Self-Concept: Validation of Construct Interpretations4,164 cited
  • 2006Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives1,365 cited
  • 2014Gender differences in scholastic achievement: A meta-analysis.1,336 cited
  • 2005Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering1,207 cited
  • 2010Academic self‐concept and academic achievement: Relations and causal ordering975 cited
  • 2018MplusAutomation : An R Package for Facilitating Large-Scale Latent Variable Analyses in M plus883 cited
  • 1990The structure of academic self-concept: The Marsh/Shavelson model.820 cited
  • 2012Handbook of structural equation modeling810 cited
  • 2022Effect size guidelines for cross-lagged effects.737 cited
  • 1990Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.605 cited
  • 2011Self-concept and academic achievement: A meta-analysis of longitudinal relations558 cited
  • 2013The separation of between-person and within-person components of individual change over time: A latent curve model with structured residuals.

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

482 cited
  • 2006Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis466 cited
  • 2021Dynamic fit index cutoffs for confirmatory factor analysis models.441 cited
  • Cited by

    No citing works inside the corpus for this window.