Arens, A. Katrin

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

Relations between teachers’ emotional exhaustion and students’ educational outcomes.

Arens, A. K., & Morin, A. J. S. (2016) · Journal of Educational Psychology

Stress and Burnout ResearchOccupational Health and Burnout

Cited by 339

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

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R. (2017) · Journal of Educational Psychology

Education, Achievement, and GiftednessSchool Choice and Performance

Cited by 140

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016) · Developmental Psychology

Education, Achievement, and GiftednessGrit, Self-Efficacy, and Motivation

Cited by 126

Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.

Arens, A. K., Schmidt, I., & Preckel, F. (2019) · Journal of Educational Psychology

Education, Achievement, and GiftednessSchool Choice and Performance

Cited by 91