Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives

By Herbert W. Marsh, R. Craven. Perspectives on Psychological Science, 2006

1,355 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/577101b5a68729a286f517f5c695bca563941ab1

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “Self-concept of ability has been shown to have a reciprocal rather than causal relationship with performance, for example (Marsh & Craven, 2006).”
The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007, background): “…effect, frameof-reference effects, German educational system, grade-on-a-curve effect, multilevel modeling, self-concept The concept of self is one of the oldest (James, 1890/1963) and most impor-tant constructs in the social sciences (Branden, 1994; Marsh & Craven, 2002, 2006).”
Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. (2011, methodology): “Testing causal hypotheses of this type requires, at a minimum, longitudinal models in which the same construct is measured on multiple occasions (Marsh & Craven, 2006).”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Competence and value beliefs are distinct from each other, and both vary intra-individually for different subjects (Marsh & Craven, 2006; Schunk & Pajares, 2005; Wigfield et al., 1997).”
The Internal/External Frame of Reference Model of Self-Concept and Achievement Relations (2015, background): “His research interests are assessment of achievement, teacher attitudes and loyalty, teacher burnout, selfconcept, motivation, and anxiety. the most from life (e.g., Bandura, 2006; Diener, 2000; Marsh & Craven, 2006; Seligman & Csikszentmihalyi, 2000).”
The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Some researchers refer to self-esteem as the evaluative aspect of self-concept and self-concept as the descriptive component of self-perception (Marsh and Craven, 2006; Swann et al., 2007).”
State of the art – teacher effectiveness and professional learning (2014, neutral): “This has the paradoxical effect that a stronger pupil in a high-performing classroom may have lower self-concept than a weaker pupil in a low-performing classroom (Marsh & Craven, 2006).”
Tracking Effects Depend on Tracking Type (2013, background): “…a person’s selfconcept (Marsh, Craven, & Martin, 2006; Marsh & O’Mara, 2008), as empirical studies show that self-esteem more strongly predicts global outcomes, whereas domain-specific academic self-concepts predict academic outcomes (Marsh & Craven, 2006; Swann, Chang-Schneider, & McClarty, 2007).”
Adults' Learning Motivation: Expectancy of Success, Value, and the Role of Affective Memories. (2012, background): “…expectancy of success) is developed throughout school and becomes more stable, more specific, and more closely associated to interest (i.e., representing value) and academic achievement with time, as well as with accumulated experiences (Denissen, Zarrett, & Eccles, 2007; Marsh & Craven, 2006).”
Promoting Student Engagement in the Classroom (2014, background): “The higher students’ academic self-concept in a particular subject area, the more likely they are to engage in it—and, in turn, achieve in it (Marsh & Craven, 2006).”