CoChat
Sign Up
Cited by 19

The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.

School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering

Marsh, Herbert W., Lüdtke, Oliver, Pekrun, Reinhard, Parker, Philip D., Murayama, Kou, Guo, Jiesi, Basarkod, Geetanjali, Dicke, Theresa, Donald, James N., Morin, Alexandre J.S.·2023·Contemporary Educational Psychology
DOI 10.1016/j.cedpsych.2023.102170

Published version of a preprint

Open this paper in CoChat — free account

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1016/j.cedpsych.2023.102170

Cites

15 of 15 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 15 references

Research works printed but not linked: 104

  1. Asendorpf, J. B. (2021). Modeling developmental processes. In J. R. Rauthmann (Ed.), Handbook of personality dynamics and processes (pp. 815–835). London, UK. 10.1016/B978-0-12-813995-0.00031-5. · DOI
  2. Bakker, A B., & Demerouti, E. (2014). Job demands–resources theory. Well-being, 3, 1–28. In P. Chen & C. Cooper (Eds.), Work and wellbeing: Wellbeing: A complete reference guide, Volume III (pp. 1–28). Wiley. 10.1002/9781118539415.wbwell019. · DOI
  3. Bandura, 1977, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 191, 10.1037/0033-295X.84.2.191 · DOI · Paper page
  4. Bandura, 1989, Human agency in social cognitive theory, American Psychologist, 44, 1175, 10.1037/0003-066X.44.9.1175 · DOI · Paper page
  5. Bandura, A. (2008).Toward an agentic theory of the self. In H. Marsh, R. G. Craven, & D. M. McInerney (Eds.),Advances in Self Research, Vol. 3: Self-processes, learning, and enabling human potential(pp. 15-49). Charlotte, NC: Information Age Publishing.
  6. Bandura, 1989, Effect of perceived controllability and performance standards on self-regulation of complex decision making, Journal of Personality and Social Psychology, 56, 805, 10.1037/0022-3514.56.5.805 · DOI
  7. Barling, 2017, Leaders’ mental health at work: Empirical, methodological, and policy directions, Journal of Occupational Health Psychology, 22, 394, 10.1037/ocp0000055 · DOI
  8. Berry, 2012, Do other-reports of counterproductive work behavior provide an incremental contribution over self-reports? A meta-analytic comparison, Journal of Applied Psychology, 97, 613, 10.1037/a0026739 · DOI
  9. Biaconcini, 2018, The latent variable-autoregressive laten trajectory model: A general framework for longitudinal data analysis, Structural Equation Modeling, 25, 791, 10.1080/10705511.2018.1426467 · DOI
  10. Calsyn, 1977, Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement?, Journal of Educational Psychology, 69, 136, 10.1037/0022-0663.69.2.136 · DOI
  11. Cattell, 1966, Patterns of change: Measurement in relation to state dimension, trait change, lability, and process concepts, Handbook of Multivariate Experimental Psychology, 355
  12. Chen, 2001, Validation of a new general self-efficacy scale, Organizational Research Methods, 4, 62, 10.1177/109442810141004 · DOI · Paper page
  13. Curran, 2014, The separation of between-person and within-person components of individual change over time: A latent curve model with structured residuals, Journal of Consulting and Clinical Psychology, 82, 879, 10.1037/a0035297 · DOI
  14. Darmody, 2016, Primary school principals’ job satisfaction and occupational stress, International Journal of Educational Management, 30, 115
  15. Dicke, 2020, Job satisfaction of teachers and their principals in relation to climate and student achievement, Journal of Educational Psychology, 112, 1061, 10.1037/edu0000409 · DOI
  16. Dicke, 2018, Validating the copenhagen psychosocial questionnaire (COPSOQ-II) using set-ESEM: Identifying psychosocial risk factors in a sample of school principals, Frontiers in Psychology, 9, 584, 10.3389/fpsyg.2018.00584 · DOI
  17. Dicke, 2021, Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?, Journal of Educational Psychology
  18. Dicke, 2018, A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model, Journal of Occupational Health Psychology, 23, 262, 10.1037/ocp0000070 · DOI
  19. Dimmock, 1996, School principals’ self-efficacy and its measurement in a context of restructuring, School Effectiveness and School Improvement, 7, 62, 10.1080/0924345960070103 · DOI
  20. Dormann, 2006, A state-trait analysis of job satisfaction: On the effect of core self-evaluations, Applied Psychology: An International Review, 55, 27, 10.1111/j.1464-0597.2006.00227.x · DOI
  21. Federici, & Skaalvik, E. M. (2012). Principal self-efficacy : relations with burnout, job satisfaction and motivation to quit.Social Psychology of Education.,15(3), 295–320. https://10.1007/s11218-012-9183-5. · DOI
  22. Federici, R.A., Skaalvik, E.M. (2011). Principal self-efficacy and work engagement: assessing a Norwegian Principal Self-Efficacy Scale. .Social Psychology of Education ,14,575–600 (2011). https://10.1007/s11218-011-9160-4. · DOI
  23. Federici, 2011, Students' perceptions of self-efficacy, achievement goals, and learning strategies in mathematics, Journal of educational psychology, 103, 631
  24. Federici, 2012, Principal self-efficacy: Relations with burnout, job satisfaction, and motivation to quit, Journal of educational administration, 50, 773
  25. Graham, 2009, Missing data analysis: Making it work in the real world, Annual Review of Psychology, 60, 549, 10.1146/annurev.psych.58.110405.085530 · DOI · Paper page
  26. Grissom, 2019, Principal effectiveness and principal turnover, Education Finance and Policy, 14, 355, 10.1162/edfp_a_00256 · DOI
  27. Hackett, 1989, Work attitudes and employee absenteeism: A synthesis of the literature, Journal of Occupational Psychology, 62, 235, 10.1111/j.2044-8325.1989.tb00495.x · DOI
  28. Hallinger, 1985, Assessing the instructional management behavior of principals, The Elementary School Journal, 86, 217, 10.1086/461445 · DOI
  29. Hallinger, P. (2010). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49, 125–142. DOI: 10.1108/09578 23111 11166 99. · DOI
  30. Hallinger, 2011, Leadership for learning: Lessons from 40 years of empirical research, Journal of Educational Administration, 49, 125, 10.1108/09578231111116699 · DOI
  31. Hannah, 2008, Leadership efficacy: Review and future directions, The Leadership Quarterly, 19, 669, 10.1016/j.leaqua.2008.09.007 · DOI
  32. Hobfoll, 1989, Conservation of resources: A new attempt at conceptualizing stress, American Psychologist, 44, 513, 10.1037/0003-066X.44.3.513 · DOI · Paper page
  33. Hofmans, 2021, The baby and the bathwater: On the need for substantive-methodological synergy in organizational research, Industrial and Organizational Psychology, 14, 497, 10.1017/iop.2021.111 · DOI
  34. Horwood, 2021, Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion, Journal of Educational Psychology., 10.1037/edu0000664 · DOI
  35. Hubner, N., Wagner, W., Zitzmann, S., & Nagengast, B. (2022, January 14). How causal is a reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement. https://doi.org/10.31234/osf.io/f3e8w. · DOI
  36. Jelicić, 2009, Use of missing data methods in longitudinal studies: The persistence of bad practices in developmental psychology, Developmental Psychology, 45, 1195, 10.1037/a0015665 · DOI
  37. Judge, 2001, Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis, Journal of Applied Psychology., 86, 80, 10.1037/0021-9010.86.1.80 · DOI · Paper page
  38. Judge, 1997, The dispositional causes of job satisfaction: A core evaluations approach, Research in Organizational Behavior, 19, 151
  39. Judge, 2017, Job attitudes, job satisfaction, and job affect: A century of continuity and of change, Journal of Applied Psychology, 102, 356, 10.1037/apl0000181 · DOI
  40. Judge, T. A., Zhang, S. C., & Glerum, D. R. (2020). Job satisfaction. In V.I Sessa & N. A Bowling, Eds).Essentials of Job Attitudes and Other Workplace Psychological Constructs, 207-241. Routledge. 10.4324/9780429325755. · DOI
  41. Kaluza, 2019, Leadership behaviour and leader self-reported well-being: A review, integration and meta-analytic examination, Work & Stress, 1
  42. Kasalak, 2020, The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the teaching and learning international survey (TALIS), Educational Sciences: Theory and Practice, 20, 16
  43. Kenny, D A., & Zautra, A. (2001). Trait–state models for longitudinal data. In L. M. Collins & A. G. Sayer (Eds.), New methods for the analysis of change. (pp. 243–263). American Psychological Association. 1.1037/10409-008. · DOI
  44. Kenny, 1975, Cross-lagged panel correlation: A test for spuriousness, Psychological Bulletin, 82, 887, 10.1037/0033-2909.82.6.887 · DOI
  45. Klassen, 2011, Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise?, Educational Psychology Review, 23, 21, 10.1007/s10648-010-9141-8 · DOI · Paper page
  46. Leithwood, K. & Louis, K.S. (2012). Linking Leadership to Student Learning. San Francisco: Jossey-Bass. · DOI
  47. Liu Y, Bellibaş M. Ş. &, Gümüş S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration.Educational Management Administration & Leadership, 49(3), 430-453. doi:10.1177/1741143220910438. · DOI
  48. Locke,E.A.,McClear,K.andKnight,D. (1996).Self-Esteem and Work.International Review of Industrial and Organizational Psychology, 11,1–32.
  49. Lüdtke, O., & Robitzsch, A. (2021, July 29). A Critique of the Random Intercept Cross-Lagged Panel Model. PsyArXiv. 10.31234/osf.io/6f85c. · DOI
  50. Lüdtke, O., & Robitzsch, A. (2022). A comparison of different approaches for estimating cross-lagged effects from a causal inference perspective. Structural Equation Modeling: A Multidisciplinary Journal, 29, 888­­­-907. DOI: 10.1080/10705511.2022.2065278. · DOI
  51. Luszczynska, 2005, The general self-efficacy scale: Multicultural validation studies, The Journal of Psychology, 139, 439, 10.3200/JRLP.139.5.439-457 · DOI · Paper page
  52. Macdonald, 1997, The generic job satisfaction scale, Employee Assistance Quarterly., 13, 1, 10.1300/J022v13n02_01 · DOI
  53. Maddux, J. E. (2009). Self-efficacy : The power of believing you can. In S. J. Lopez & C. R. Snyder (Eds.), Oxford library of psychology: Oxford handbook of positive psychology (pp. 335–343). New York, NY: Oxford University Press. http://dx.10.1093/oxfordhb/9780195187243.013.0031. · DOI
  54. Marsh, 1990, The causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis, Journal of Educational Psychology, 82, 646, 10.1037/0022-0663.82.4.646 · DOI
  55. Marsh, 1996, Assessing goodness of fit: Is parsimony always desirable?, The Journal of Experimental Education, 64, 364, 10.1080/00220973.1996.10806604 · DOI
  56. Marsh, 2006, Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives, Perspectives on Psychological Science, 1, 133, 10.1111/j.1745-6916.2006.00010.x · DOI · Paper page
  57. Marsh, H. W., Dicke, T., Riley, P., Parker, P. D., Guo, J., Basarkod, G., & Martin, A. J. (2022). School principals' mental health and well‐being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well‐being. Applied Psychology: Health and Well‐Being. https://10.1111/aphw.12423. · DOI
  58. Marsh, 2007, Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies, Contemporary Educational Psychology, 32, 151, 10.1016/j.cedpsych.2006.10.008 · DOI
  59. Marsh, 2004, 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, Structural Equation Modeling: A Multidisciplinary Journal, 11, 320, 10.1207/s15328007sem1103_2 · DOI · Paper page
  60. Marsh, 2020, The well-being profile (WB-Pro): Creating a theoretically based multidimensional measure of well-being to advance theory, research, policy, and practice, Psychological Assessment, 32, 294, 10.1037/pas0000787 · DOI
  61. Marsh, 2010, A new look at the big-five factor structure through exploratory structural equation modeling, Psychological Assessment, 22, 471, 10.1037/a0019227 · DOI · Paper page
  62. Marsh, 2013, Why item parcels are (almost) never appropriate: two wrongs do not make a right—camouflaging misspecification with item parcels in CFA models, Psychological Methods, 18, 257, 10.1037/a0032773 · DOI
  63. Marsh, 2015, Physical self-concept changes in a selective sport high school: A longitudinal cohort-sequence analysis of the big-fish-little-pond effect, Journal of Sport and Exercise Psychology, 37, 150, 10.1123/jsep.2014-0224 · DOI
  64. Marsh, 2014, Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis, Annual Review of Clinical Psychology, 10, 85, 10.1146/annurev-clinpsy-032813-153700 · DOI
  65. Marsh, 2022, Directional ordering of self-concept, school grades, and standardized tests over five years: New tripartite models juxtaposing within-and between-person perspectives, Educational Psychology Review, 34, 2697, 10.1007/s10648-022-09662-9 · DOI
  66. Marsh, 2018, Individually weighted-average models: Testing a taxonomic SEM approach across different multidimensional/global constructs because the weights “don’t make no nevermind”, Structural Equation Modeling, 25, 137, 10.1080/10705511.2017.1370377 · DOI
  67. Meredith, 1993, Measurement invariance, factor analysis and factorial invariance, Psychometrika, 58, 525, 10.1007/BF02294825 · DOI · Paper page
  68. Mincu, C. L. (2015). The impact of personal resources on organizational attitudes: Job satisfaction and trust in organisation. Procedia – Social and Behavioral Sciences, 187, 685–689. · DOI
  69. Morin, 2017, Complementary variable- and person-centered approaches to the dimensionality of psychometric constructs: application to psychological wellbeing at work, Journal of Business and Psychology., 32, 395, 10.1007/s10869-016-9448-7 · DOI · Paper page
  70. Mulder, 2021, Three extensions of the random intercept cross-lagged panel model, Structural Equation Modeling, 28, 638, 10.1080/10705511.2020.1784738 · DOI · Paper page
  71. Mund, 2019, Beyond the cross-lagged panel model: Next-generation statistical tools for analysing dependencies across the life course, Advances in Life Course Research, 41, 10.1016/j.alcr.2018.10.002 · DOI
  72. Nübling, 2014, COPSOQ International Network: Co-operation for research and assessment of psychosocial factors at work, Public Health Forum, 22, A1, 10.1016/j.phf.2013.12.019 · DOI
  73. Nunez-Regueiro, F., Juhel, J., Bressoux, P., & Nurra, C. (2021). Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models. Journal of Educational Psychology. Advance online publication. https:// doi. org/ 10. 1037/ edu00 00700.
  74. Ock, 2020, How satisfied are you with your job? Estimating the reliability of scores on a single-item job satisfaction measure, International Journal of Selection and Assessment, 28, 297, 10.1111/ijsa.12285 · DOI
  75. Orth, 2021, Testing prospective effects in longitudinal research: Comparing seven competing cross-lagged models, Journal of Personality and Social Psychology., 120, 1013, 10.1037/pspp0000358 · DOI
  76. Pajares, 1996, Self-efficacy beliefs in academic settings, Review of Educational Research., 66, 543, 10.3102/00346543066004543 · DOI · Paper page
  77. Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math selfefficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48. https:// doi. org/ 10. 1080/ 01443 410. 2013. 797339. · DOI
  78. Pearl, J., Glymour, M., & Jewell, N. P. (2016). Causal inference in statistics: A primer. John Wiley & Sons.
  79. Pekrun, R., Marsh, H. W., Suessenbach, F., Frenzel, A. C., & Goetz, T. (2022). School grades and students’ emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction. Advance online publication. https://10.1016/j.learninstruc.2022.101626. · DOI
  80. Pejtersen, 2010, Determining minimally important score differences in scales of the Copenhagen Psychosocial Questionnaire, Scandinavian Journal of Public Health, 38, 33, 10.1177/1403494809347024 · DOI
  81. Salanova, 2006, Flow at work: Evidence for an upward spiral of personal and organizational resources, Journal of Happiness Studies, 7, 1, 10.1007/s10902-005-8854-8 · DOI
  82. Salanova, M., Schaufeli, W. B., Xanthopoulou, D., & Bakker, A. B. (2010).The gain spiral of resources and work engagement: Sustaining a positive worklife.In A. B. Bakker (Ed.) & M. P. Leiter,Work engagement: A handbook of essential theory and research(p. 118–131). Psychology Press.
  83. Schleicher, D. J., Hansen, D., & Fox, K. E. (2011). In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology: Vol 3. Maintaining, expanding, and contracting the organization, APA Handbooks in Psychology (pp. 137–189). American Psychological Association. · DOI
  84. Schuurman, 2019, Measurement error and person-specific reliability in multilevel autoregressive modeling, Psychological Methods, 24, 70, 10.1037/met0000188 · DOI
  85. Schwarzer, 2008, Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses, Applied Psychology, 57, 152, 10.1111/j.1464-0597.2008.00359.x · DOI
  86. Schutte, 2013, The broaden and build process: Positive affect, ratio of positive to negative affect and general self-efficacy, The Journal of Positive Psychology, 9, 66, 10.1080/17439760.2013.841280 · DOI
  87. Sherer, 1982, The self-efficacy scale: Construction and validation, Psychological Reports, 51, 663, 10.2466/pr0.1982.51.2.663 · DOI · Paper page
  88. Skaalvik, 2020, School principal self-efficacy for instructional leadership: Relations with engagement, emotional exhaustion and motivation to quit, Social Psychology of Education, 23, 479, 10.1007/s11218-020-09544-4 · DOI
  89. Skaalvik, 2020, Self-efficacy for instructional leadership: Relations with perceived job demands and job resources, emotional exhaustion, job satisfaction, and motivation to quit, Social Psychology of Education, 23, 1343, 10.1007/s11218-020-09585-9 · DOI
  90. Skaalvik and Skaalvik, 2019, Teacher self-efficacy and collective teacher efficacy: Relations with perceived job resources and job demands, feeling of belonging, and teacher engagement, Creative Education, 10, 1400, 10.4236/ce.2019.107104 · DOI
  91. Skaalvik, 2017, Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion, Teaching and Teacher Education, 67, 152, 10.1016/j.tate.2017.06.006 · DOI
  92. Swann, 2007, Do people’s self-views matter? Self-concept and selfesteem in everyday life, American Psychologist, 62, 84, 10.1037/0003-066X.62.2.84 · DOI · Paper page
  93. Tett, 1993, Job satisfaction, organizational commitment, turnover intention, and turnover: Path analysis based on meta-analytic findings, Personnel Psychology, 46, 259, 10.1111/j.1744-6570.1993.tb00874.x · DOI · Paper page
  94. Tran, 2018, The cost of replacing south Carolina high school principals, Management in Education, 32, 109, 10.1177/0892020617747609 · DOI
  95. Tschannen-Moran, 2007, Cultivating principals’ self-efficacy: Supports that matter, Journal of School Leadership, 17, 89, 10.1177/105268460701700104 · DOI
  96. Tschannen‐Moran, & Gareis, C. R. (2004). Principals’ sense of efficacy. Journal of Educational Administration.,42(5), 573–585. https://10.1108/09578230410554070. · DOI
  97. Usami, 2019, Modeling reciprocal effects in medical research: Critical discussion on the current practices and potential alternative models, PLoS One1, 14, e0209133, 10.1371/journal.pone.0209133 · DOI
  98. VanderWeele, 2019, Principles of confounder selection, European Journal of Epidemiology, 34, 211, 10.1007/s10654-019-00494-6 · DOI · Paper page
  99. VanderWeele, 2020, Outcome-wide longitudinal designs for causal inference: A new template for empirical studies, Statistical Science, 35, 437, 10.1214/19-STS728 · DOI
  100. Voelkle, 2014, Toward a unified framework for the study of between-person and within-person structures: building a bridge between two research paradigms, Multivariate Behavioral Research, 49, 193, 10.1080/00273171.2014.889593 · DOI
  101. Wood, 1989, Social cognitive theory of organizational management, Academy of Management Review, 14, 361, 10.2307/258173 · DOI · Paper page
  102. Wu, 2012, Longitudinal relationships between core self-evaluations and job satisfaction, Journal of Applied Psychology, 97, 331, 10.1037/a0025673 · DOI
  103. Zee, 2016, Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research, Review of Educational Research, 86, 981, 10.3102/0034654315626801 · DOI · Paper page
  104. Zyphur, 2020, From data to causes I: Building a general cross-lagged panel model, Organizational Research Methods, 23, 651, 10.1177/1094428119847278 · DOI

Cited by

Sorted by citations

Metadata

Authors
Marsh, H. W., Lüdtke, O., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Basarkod, G., Dicke, T., Donald, J. N., & Morin, A. J. S.
Venue
Contemporary Educational Psychology
Publisher
Elsevier BV
Published
2023-04
Volume
73
Pages
102170
ISSN
0361-476X
DOI
10.1016/j.cedpsych.2023.102170
Cited by
19
References
15
Language
en
Licence
Funders
Australian Research Council

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review