Self-Concept: Determinants and Consequences of Academic Self-Concept in School Contexts

By Ulrich Trautwein, Jens Möller. 2016

101 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1a4651f5890a76612dcf0d5d3794a56679469fee

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Friederike Helm
2. Fabian Wolff
3. Gabriel Nagy
4. Jens Möller
5. Friederike Zimmermann
6. Nils Machts
7. Steffen Zitzmann
8. Herbert W. Marsh

In Social Psychology

1. Friederike Helm
2. Fabian Wolff
3. Gabriel Nagy
4. Friederike Zimmermann
5. Nils Machts
6. Jens Möller
7. Steffen Zitzmann
8. Herbert W. Marsh

Citations in the corpus

• On the Effects of Social, Temporal, and Dimensional Comparisons on Academic Self-Concept (2018, methodology): “Subsequently, recent research in educational psychology has pointed out social, temporal, and dimensional comparisons as the most prominent comparison types in the achievement context (e.g., Müller-Kalthoff, Helm, & Möller, 2017; Trautwein & Möller, 2016).”
• A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “Particularly at school, students’ academic self-concepts affect academic achievement, course choice, and subject interest (see Eccles et al., 2005; Trautwein & Möller, 2016).”