Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.

By Herbert W. Marsh, Ulrich Trautwein, O. Lüdtke, Olaf Köller, J. Baumert. Child Development, 2005

1,249 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/78d2310d7f92df8cec85172cae3171683aa79ec3

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. Herbert W. Marsh
2. Ulrich Trautwein
3. Alexandre J. S. Morin
4. O. Lüdtke
5. Reinhard Pekrun
6. P. Parker
7. Allan Wigfield
8. Thomas Goetz

In Safety Research

1. Herbert W. Marsh
2. Andrew J. Martin
3. Ulrich Trautwein
4. Allan Wigfield
5. Jacquelynne S. Eccles
6. Alexandre J. S. Morin
7. P. Parker
8. O. Lüdtke

In Social Psychology

1. Herbert W. Marsh
2. Ulrich Trautwein
3. O. Lüdtke
4. Reinhard Pekrun
5. Alexandre J. S. Morin
6. P. Parker
7. Thomas Goetz
8. Andrew J. Martin

Citations in the corpus

• Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “Therefore, the impact of achievement tests on motivational variables is limited, and school grades are likely to have a stronger effect on motivation (Marsh et al., 2005).”
• Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “Nevertheless, we emphasize that traditional cut-off values for single models and the comparison of different models only constitute rough guidelines (Marsh, 2007a; Marsh et al., 2005; also see Marsh, Hau, Balla & Grayson, 1998).”
• An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds (2009, background): “However, Marsh and colleagues (2005) find that math interest has no significant impact on math test scores.”
• Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value (2006, background): “Despite the lack of intensive research, there is some indication that—at least in mathematics—the effect of self-concept on interest or intrinsic value is stronger than vice versa (e.g., Marsh et al., 2005).”
• Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “…this material is enjoyable The concepts and principles taught in this course are interesting Extrinsic valuing Learning this material is important because of its future value Mastering the concepts and principles taught in this class is of value because they will help me in the future Marsh et al .”
• Global Evidence on Economic Preferences* (2018, neutral): “of ability are correlated with measured cognitive ability, and that these have predictive power for academic achievement (Marsh, 1990; Marsh et al., 2005; Spinath et al., 2006; Ackerman and Wolman, 2007; Chamorro-Premuzic et al., 2010).”