Academic self-concept and academic achievement: relations and causal ordering.
By Herbert W. Marsh, Andrew J. Martin. British Journal of Educational Psychology, 2011
908 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/38def897f86f5a8d059669391caa956d8772f044
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
- Herbert W. Marsh
- Reinhard Pekrun
- Thomas Goetz
- Alexandre J. S. Morin
- Andrew J. Martin
- Kou Murayama
- O. Lüdtke
- P. Parker
In Social Psychology
- Herbert W. Marsh
- Reinhard Pekrun
- Thomas Goetz
- Kou Murayama
- Andrew J. Martin
- O. Lüdtke
- Alexandre J. S. Morin
- P. Parker
Citations in the corpus
- Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2018, background): “A substantial body of research supports the reciprocal effects model of relations between academic self-concept (perception and evaluation of oneself in an academic context) and academic achievement (for a review, see Marsh & Martin, 2011).”
- Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “Moreover, reciprocal effects models of achievement and motivation suggest that prior achievement influences subsequent motivation and engagement factors just as motivation and engagement factors influence subsequent achievement (Marsh, 2007; Marsh & Martin, 2011; Valentine, DuBois, & Cooper, 2004).”
- Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “This is surprising, because self-concept among students is generally found to be an important factor explaining differences in student performance (Huang, 2011; Marsh & Martin, 2011).”
- The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance. (2013, background): “Studies show a reciprocal relation between perceived competence and academic performance (Guay, Marsh, & Boivin, 2003; Marsh & Martin, 2011; Valentine, DuBois, & Cooper, 2004).”
- Relationship between affect and achievement in science and mathematics in Malaysia and Singapore (2012, background): “In recent years, academic self-concept and its relationship with academic achievement has also been an area of research interest by several educational psychologists (Damrongpanit 2009 ; Marsh 2003 ; Marsh and Martin 2010 ).”
- Reading achievement and reading self-concept – Testing the reciprocal effects model (2014, background): “All rights reserved. http://dx.doi.org/10.1016/j.learninstruc.2013.07.004 byMarsh and his colleagues (Marsh, Byrne, & Yeung,1999; Marsh & Martin, 2011).”
- Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “A common conceptualization of competency beliefs is the domain-specific academic self-concept (Marsh & Martin, 2011; for an overview, see Wigfield & Eccles, 2000).”
- Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, background): “The REM has been supported by a range of empirical studies (Huang, 2011; Marsh & Craven, 2006; Marsh & Martin, 2011) and has been found to be generalizable across different educational systems and cultures (Germany: Marsh & Köller, 2004; Marsh, Trautwein, Lüdtke, Köller, & Baumert, 2005; Möller,…”