Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.
about
Gross domestic product, science interest, and science achievement: a person × nation interactionThe Science of Sex Differences in Science and MathematicsGenetic and Environmental Influences on Cognition Across Development and Context.Gender, Self-Perception, and Academic Problems in High School.Diversifying the STEM pipelineContinuity of genetic and environmental influences on cognition across the life span: a meta-analysis of longitudinal twin and adoption studies.Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American YouthProfiling first-year students in STEM programs based on autonomous motivation and academic self-concept and relationship with academic achievementMore than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twinsChild characteristics and parental educational expectations: evidence for transmission with transaction.Academic Self-Concept in Black Adolescents: Do Race and Gender Stereotypes Matter?Dimensions of adolescent subjective social status within the school community: description and correlatesLongitudinal Associations Between Gender-typed Skills and Interests and Their Links to Occupational Outcomes.What makes siblings different? The development of sibling differences in academic achievement and interests.Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early ChildhoodSocioeconomic Status Modifies Interest-Knowledge Associations among Adolescents.Antecedents and consequences of situational interest.Effects of the structure of classmates' perceptions of peers' academic abilities on children's perceived cognitive competence, peer acceptance, and engagementDevelopmental Dynamics of General and School-Subject-Specific Components of Academic Self-Concept, Academic Interest, and Academic Anxiety.Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life.Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.Adolescent family experiences and educational attainment during early adulthood.From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest.Academic self-concept and academic achievement: relations and causal ordering.Collective school-type identity: predicting students' motivation beyond academic self-concept.Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives.Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement.The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach.Parents' assessment of circadian preference in elementary school-aged children: Validity and relations to educational outcomes.Teachers' use of fear appeals in the mathematics classroom: worrying or motivating students?Assessing Omitted Confounder Bias in Multilevel Mediation Models.How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks.What and How Much Do Children Lose in Academic Settings Owing to Parental Separation?Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children.The reciprocal internal/external frame of reference model using grades and test scores.Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder.Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.Effort on homework in grades 5-9: development, motivational antecedents, and the association with effort on classwork.Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples.
P2860
Q28652516-97F8381A-179F-44BB-B414-268C2C9E9C98Q30422759-DDE9F5A9-B935-4EF8-9AEF-A6E41A172D82Q33554150-86601852-FCA6-4FAD-B5DA-18593B733487Q33710259-26BEAB69-1863-4337-B007-C0C107A5C008Q33728521-CE777C7A-3440-4F68-9F3A-5E4E90DB86AAQ33801036-D7EF567A-5B28-42CD-A8E3-3793DD43080EQ33980237-67FB4EC6-8537-4F37-87C6-016B6D851FDEQ34497759-B0DB3284-0755-499F-8EBA-2E8A38B67B99Q34592511-AF33AF1F-7BAE-426B-8C48-B889824FE3AAQ34603633-50370A36-A01B-47E0-B67E-6E56AB2A2166Q34915016-AAD1684C-D2CA-42B3-86F9-A801DD6957B8Q35022453-D12D854B-F188-4F04-A164-3AE2C583523EQ35248342-AB81825D-EE86-4971-9019-ECBEEE0168ACQ35700152-47D594AC-91A6-498F-A8F7-6CCB6BEE7518Q35961431-20201D76-85D9-4221-A3CF-7C7B74CFF5E6Q36034165-2FBB7C2A-C946-4E34-A0D4-C609588460F2Q36351895-66253923-256A-40BF-8F50-7BB571CA167DQ36638471-354A976A-8D4A-4FF5-B24B-11BA7AA68440Q36693472-036757EB-7C09-4425-B71B-8BFE60BE6966Q36810071-83D8FEA8-FD42-47FB-AE95-EBF7DE741873Q36881786-2DA12871-4931-436C-96BD-EE744C421706Q37328273-C8824108-8BAB-46F3-94D1-9ED56364DCF4Q37338023-CB6D09C3-0EB0-4D32-A1E4-823C6F7E3B8AQ37851538-6D65D574-0C59-469D-A1EA-CDD7847D3A3AQ38481846-7126B168-9D41-46CF-8BC0-141E687CCF5CQ38543555-454174A9-00CF-4789-8C12-B173697BA300Q38736042-C0CB1AB3-5D0E-4716-853D-4F8FE1B48B3AQ38832217-9C7FBE79-48EB-4A0D-B163-F728BF72CE28Q39532299-16CED12A-7BD2-43BB-AE0A-A3F0B91511CEQ39797418-0303E646-D2B8-46E8-A2C9-6B2F905B0B1AQ40907540-FFE3A5BE-50F3-4575-97C0-CBCE144F0F65Q41627736-2DB0317D-C27C-4FB1-B202-C77301388440Q41684865-C6D2D9DE-10EC-4C11-9ABA-3FC291B528AAQ43525383-46C46A93-A452-40F9-94C4-6E558E7200C6Q44970885-981E853D-3073-4A52-A476-BCC2B9FA3B93Q46041452-71BD5CFB-F2BB-43F5-B29E-15338B496EBAQ46086915-9F99761E-A1C5-4A02-958F-096CC2338AC6Q47152729-D51F75C6-3465-4CA4-8C98-E5468361A354Q47188282-C7605CE9-3000-4816-B34A-775C69777052Q47219409-DFC30061-D56A-4214-938E-5926965911CA
P2860
Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
2005年學術文章
@zh-hant
name
Academic self-concept, interes ...... cts models of causal ordering.
@en
Academic self-concept, interes ...... cts models of causal ordering.
@nl
type
label
Academic self-concept, interes ...... cts models of causal ordering.
@en
Academic self-concept, interes ...... cts models of causal ordering.
@nl
prefLabel
Academic self-concept, interes ...... cts models of causal ordering.
@en
Academic self-concept, interes ...... cts models of causal ordering.
@nl
P2860
P50
P1433
P1476
Academic self-concept, interes ...... cts models of causal ordering.
@en
P2093
Jürgen Baumert
Olaf Köller
P2860
P304
P356
10.1111/J.1467-8624.2005.00853.X
P577
2005-03-01T00:00:00Z