Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school
By Irene M. Schurtz, Maximilian Pfost, Benjamin Nagengast, Cordula Artelt. 2014
78 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/4054d2a7ae3d50c4d1b60828d7180e8b0fb20bd5
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Alexandre J. S. Morin
- Herbert W. Marsh
- Benjamin Nagengast
- Ulrich Trautwein
- P. Parker
- Jens Möller
- Jiesi Guo
- Hanna Gaspard
In Experimental and Cognitive Psychology
- Alexandre J. S. Morin
- Herbert W. Marsh
- P. Parker
- Ulrich Trautwein
- Benjamin Nagengast
- Jens Möller
- Jiesi Guo
- Allan Wigfield
In Social Psychology
- Herbert W. Marsh
- Alexandre J. S. Morin
- P. Parker
- Ulrich Trautwein
- Benjamin Nagengast
- Jens Möller
- Jiesi Guo
- Allan Wigfield
Citations in the corpus
- Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, background): “…regard, the GI/E model assumption has been EXPECTANCY VALUE IN SCIENCE SUBDISCIPLINES 6 tested with respect to emotions (Goetz, Frenzel, Hall, & Pekrun, 2008), intrinsic and utility values (Nagy et al., 2008; Schurtz et al., 2014), and perceptions of the learning environment (Arens & Möller, 2016).”
- A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “, 2015), student-teacher relations (Arens & Möller, 2016), and interest (Schurtz et al., 2014).”
- Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains (2018, background): “These findings are in line with previous studies that found contrast effects for intrinsic value, interest, and related constructs (Goetz et al., 2008; Guo et al., 2017; Marsh, Abduljabbar, et al., 2015; Nagy et al., 2008, 2006; Schurtz et al., 2014).”
- Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, background): “This assumption is further corroborated by the observation made here and in previous studies (Möller et al., 2009; Schurtz et al., 2014) that students seem also to rely GI/E MODEL FOR TEST ANXIETY 27 less on social achievement comparison processes in the formation of verbal outcomes (selfconcept,…”