Reading achievement and reading self-concept – Testing the reciprocal effects model

By Jan Retelsdorf, Olaf Köller, Jens Möller. 2014

156 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/66fbeace035e61683394733e3fb4715319391273

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. Jens Möller
2. Reinhard Pekrun
3. Kou Murayama
4. Herbert W. Marsh
5. A. Arens
6. Friederike Helm
7. Stephanie Lichtenfeld
8. Jan Retelsdorf

In Social Psychology

1. Jens Möller
2. Kou Murayama
3. Reinhard Pekrun
4. Herbert W. Marsh
5. Stephanie Lichtenfeld
6. A. Arens
7. Jan Retelsdorf
8. Friederike Helm

Citations in the corpus

• "Michael Can't Read!" Teachers' Gender Stereotypes and Boys' Reading Self-Concept. (2015, background): “At least in children 10 years and older, however, reading self-concept seems to be quite stable (Retelsdorf et al., 2014), so that large effects cannot be expected, and thus, even small effects may still be of practical relevance.”
• Dimensional Comparison Theory (2013, background): “This is important because self-concepts influence subsequent motivation, course choices, and achievement in the related area (e.g., Eccles et al., 2005; Marsh & Köller, 2004; Möller, Retelsdorf, Köller, & Marsh, 2011; Retelsdorf et al., 2014; Valentine et al., 2004).”
• Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks (2017, background): “Yet, there is also evidence that reciprocal relations between self-concept and achievement exist when using standardized achievement test scores as achievement indicators (Möller, Zimmermann, & Köller, 2014; Retelsdorf et al., 2014; Seaton, Parker, Marsh, Craven, &Yeung, 2014).”