Predictive factors for pacemaker requirement after transcatheter aortic valve implantation.Can personality traits and intelligence compensate for background disadvantage? Predicting status attainment in adulthoodA random walk down university avenue: life paths, life events, and personality trait change at the transition to university life.Personality and relationship quality during the transition from high school to early adulthoodConscientiousness and externalizing psychopathology: overlap, developmental patterns, and etiology of two related constructs.Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions.Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors.The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach.Whose "Storm and Stress" Is It? Parent and Child Reports of Personality Development in the Transition to Early Adolescence.Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective.Low self-esteem prospectively predicts depression in the transition to young adulthood: A replication of Orth, Robins, and Roberts (2008).Self-esteem Is Mostly Stable Across Young Adulthood: Evidence from Latent STARTS Models.A 2 × 2 taxonomy of multilevel latent contextual models: accuracy-bias trade-offs in full and partial error correction models.Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error.A general and flexible approach to estimating the social relations model using Bayesian methods.Personality traits and living arrangements in young adulthood: selection and socialization.Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement.Achievement, agency, gender, and socioeconomic background as predictors of postschool choices: a multicontext study.Social dominance in adolescence: the moderating role of the classroom context and behavioral heterogeneity.A new look at the big five factor structure through exploratory structural equation modeling.Effort on homework in grades 5-9: development, motivational antecedents, and the association with effort on classwork.Integrating Covariates into Social Relations Models: A Plausible Values Approach for Handling Measurement Error in Perceiver and Target Effects.Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.Who took the "x" out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization.The Development of Narcissistic Admiration and Machiavellianism in Early Adulthood.Fostering adolescents' value beliefs for mathematics with a relevance intervention in the classroom.Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?Vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above IQ and Big Five personality traits.Majoring in Selection, and Minoring in Socialization: The Role of the College Experience in Goal Change Post-High School.Predicting global and topic-specific certainty beliefs: domain-specificity and the role of the academic environment.Goal and personality trait development in a transitional period: assessing change and stability in personality development.Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering.Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.Cherish yourself: longitudinal patterns and conditions of self-esteem change in the transition to young adulthood.Military training and personality trait development: does the military make the man, or does the man make the military?Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement.The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies.The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept.Within-school social comparison: How students perceive the standing of their class predicts academic self-conceptQ56226733
P50
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Duits psycholoog
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German psychologist and education researcher
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psicologo tedesco
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psicólogo alemán
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psikologo alemaniarra
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psychologue allemand
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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Ulrich Trautwein
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