Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared With Chinese) for Hong Kong Students

By Herbert W. Marsh, K. Hau, C. Kong. 2002

234 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/cc42251cd4bb821068895909d0a7b90793c5f850

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. Andrew J. Martin
3. Alexander Seeshing Yeung
4. R. Craven
5. Maciej Karwowski
6. K. Hau
7. Jasmine Green
8. Alexandre J. S. Morin

In Social Psychology

1. Herbert W. Marsh
2. Andrew J. Martin
3. Alexander Seeshing Yeung
4. R. Craven
5. Jasmine Green
6. Eva Randhawa
7. K. Hau
8. Maciej Karwowski

In Sociology and Political Science

1. Herbert W. Marsh
2. R. Craven
3. Andrew J. Martin
4. Alexander Seeshing Yeung
5. K. Hau
6. Y. Lo
7. Mantak Yuen
8. Eva Randhawa

Citations in the corpus

• Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, background): “This finding counters findings from previous studies (Chapman & Tunmer, 1995, 1997; Herbert & PRESCHOOLER’S MATH SELF-CONCEPT 26 Stipek, 2005; Marsh et al., 2002) which demonstrated only low self-concept–achievement relations in young children.”
• Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006, background): “Marsh, Hau, and Kong (2002) noted that most REM research is based on English-speaking Western countries—particularly the United States, Australia, and Canada.”
• The creative self: Effect of beliefs, self-efficacy, mindset, and identity. (2017, background): “, & Ma, X. (2010). The influence of individual factors, supervision and work environment on creative self-efficacy.”
• A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “Students’ motivation and efforts associated with different types of outcome measures may therefore moderate the effects of MoI on achievement (Marsh et al., 2002).”
• Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self‐esteem of Hong Kong Chinese primary school children (2006, background): “Thus, for example, where two students currently have similar academic achievement, the student having higher self-esteem will be more likely to achieve higher marks in future assessments (Marsh et al., 2002).”