Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall☆

By Herbert W. Marsh, Olaf Köller. 2004

97 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/82d714b1bc3a9ad491dcc8a4479e5a082e21fd44

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

In Sociology and Political Science

Citations in the corpus

The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, background): “Cross-cultural generalisability has also been demonstrated in Germany (Marsh & Köller, 2004) and Canada (Guay, Marsh, & Boivin, 2003).”
A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, unknown): “Furthermore, the I/E model assumptions have been substantiated in cross-sectional (Marsh & Hau, 2004), longitudinal (Marsh & Köller, 2004; Möller & Köller, 2001b; Möller, Retelsdorf, et al., 2011; Möller et al., 2014; Niepel et al., 2014), diary (Möller & Husemann, 2006), and experimental studies…”
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).”
The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, result): “The former focus of inquiry is similar to research studies that have been conducted in self-concept and academic performance (Marsh & Craven, 2006; Marsh & Köller, 2004; Marsh & Perry, 2005; Marsh & Yeung, 1997, 1998).”
The Reciprocal Internal/External Frame of Reference Model (2011, methodology): “Consistent with the results of Marsh and Köller (2004), we also found small negative crossdomain effects of prior ASCs in one domain on achievements in the contrasting domain.”
Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, unknown): “…data including cross-cultural studies (Marsh & Hau, 2004), meta-analytic studies (Möller, Pohlmann, Köller, & Marsh, 2009) and longitudinal studies (Marsh & Köller, 2004; Marsh, Kong, & Hau, 2001; Möller, Retelsdorf, Köller, & Marsh, 2011), and have guided much of the research on the academic…”
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, unknown): “…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, Retelsdorf, Köller, & Marsh, 2011; Niepel, Brunner, & Preckel, 2014;…”
Pygmalion effects in the classroom: Teacher expectancy effects on students' math achievement (2015, background): “Most studies concerning the effects of teachers’ expectancies on students’ achievement have reported only grades as outcomes (e.g., Freiberger, Steinmayr, & Spinath, 2012; Marsh & Köller, 2004; Marsh & O’Mara, 2008; Tiedemann, 2000) or only test scores (e.g., Marsh, Parker, & Smith, 1983).”