Marsh, Herbert W.

In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings

Marsh, H. W., Hau, K.-T., & Wen, Z. (2004) · Structural Equation Modeling: A Multidisciplinary Journal

Psychometric Methodologies and TestingStatistical Methods and Bayesian Inference

Cited by 6,691

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

Marsh, H. W., & Craven, R. G. (2006) · Perspectives on Psychological Science

Education, Achievement, and GiftednessMotivation and Self-Concept in Sports

Cited by 1,368

Students’ evaluations of university teaching: research findings, methodological issues, and directions for future research.

Marsh, H. W. (1987) · International Journal of Educational Research

Evaluation of Teaching PracticesStudent Assessment and Feedback

Cited by 1,333

Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis

Marsh, H. W., Hau, K.-T., Balla, J. R., & Grayson, D. (1998) · Multivariate Behavioral Research

Psychometric Methodologies and TestingStatistical Methods and Bayesian Inference

Cited by 1,307

Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept

Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009) · Structural Equation Modeling: A Multidisciplinary Journal

Psychometric Methodologies and TestingEducation, Achievement, and Giftedness

Cited by 1,245

Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction

Marsh, H. W., Wen, Z., & Hau, K.-T. (2004) · Psychological Methods

Psychometric Methodologies and TestingStatistical Methods and Bayesian Inference

Cited by 1,205

Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005) · Child Development

Education, Achievement, and GiftednessMotivation and Self-Concept in Sports

Cited by 1,198

Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching

Marsh, H. W., Muthén, B., Asparouhov, T., Lüdtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009) · Structural Equation Modeling: A Multidisciplinary Journal

Psychometric Methodologies and TestingEvaluation of Teaching Practices

Cited by 1,093

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017) · Child Development

Education, Achievement, and GiftednessEarly Childhood Education and Development

Cited by 1,091

Academic self‐concept and academic achievement: Relations and causal ordering

Marsh, H. W., & Martin, A. J. (2011) · British Journal of Educational Psychology

Education, Achievement, and GiftednessMotivation and Self-Concept in Sports

Cited by 975

A new look at the big five factor structure through exploratory structural equation modeling

Marsh, H. W., Lüdtke, O., Muthén, B., Asparouhov, T., Morin, A. J. S., Trautwein, U., & Nagengast, B. (2010) · Psychological Assessment

Psychometric Methodologies and TestingPersonality Traits and Psychology

Cited by 899

Positive and negative global self-esteem: A substantively meaningful distinction or artifactors?

Marsh, H. W. (1996) · Journal of Personality and Social Psychology

Personality Traits and PsychologyCultural Differences and Values

Cited by 811

Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.

Guay, F., Marsh, H. W., & Boivin, M. (2003) · Journal of Educational Psychology

Education, Achievement, and GiftednessInnovative Teaching and Learning Methods

Cited by 633

The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.

Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019) · Journal of Educational Psychology

Education, Achievement, and GiftednessCareer Development and Diversity

Cited by 535

The use of item parcels in structural equation modelling: Non-normal data and small sample sizes

Hau, K., & Marsh, H. W. (2004) · British Journal of Mathematical and Statistical Psychology

Psychometric Methodologies and TestingStatistical Methods and Bayesian Inference

Cited by 467

Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages.

Marsh, H. W., Vallerand, R. J., Lafrenière, M.-A. K., Parker, P., Morin, A. J. S., Carbonneau, N., Jowett, S., Bureau, J. S., Fernet, C., Guay, F., et al. (2013) · Psychological Assessment

Psychometric Methodologies and TestingGrit, Self-Efficacy, and Motivation

Cited by 420

Psychological correlates of flow in sport

Jackson, S. A., Ford, S. K., Kimiecik, J. C., & Marsh, H. W. (1998) · Journal of Sport and Exercise Psychology

Flow Experience in Various FieldsSport Psychology and Performance

Cited by 408

School Athletic Participation: Mostly Gain with Little Pain

Marsh, H. W., & Kleitman, S. (2003) · Journal of Sport and Exercise Psychology

Youth Development and Social SupportRecreational Sport and Physical Activity

Cited by 348

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., & Dicke, T. (2018) · Developmental Psychology

Education, Achievement, and GiftednessSchool Choice and Performance

Cited by 306

Improving the peer-review process for grant applications - reliability, validity, bias, and generalizability.

Marsh, H. W., Jayasinghe, U. W., & Bond, N. W. (2008) · American Psychologist

Psychology Research and BibliometricsResearch, Science, and Academia

Cited by 299

Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept.

Craven, R. G., Marsh, H. W., & Debus, R. L. (1991) · Journal of Educational Psychology

Education, Achievement, and GiftednessStudent Assessment and Feedback

Cited by 280

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure

Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J. (2014) · British Journal of Educational Psychology

Education, Achievement, and GiftednessMathematics Education and Pedagogy

Cited by 260

Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis

Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020) · Learning and Instruction

Education, Achievement, and GiftednessEFL/ESL Teaching and Learning

Cited by 250

Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling.

Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011) · Journal of Educational Psychology

Bullying, Victimization, and AggressionPsychometric Methodologies and Testing

Cited by 232