The developmental dynamics of students' reading self-concept and reading competence: Examining reciprocal relations and ethnic-background patterns

Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives

Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788 · see citing works

<b>lavaan</b> : An <i>R</i> Package for Structural Equation Modeling

Rosseel, Y. (2012) · Journal of Statistical Software · doi:10.18637/jss.v048.i02 · Cited by 27,955 · see citing works

Culture and the self: Implications for cognition, emotion, and motivation.

Markus, H. R., & Kitayama, S. (1991) · Psychological Review · doi:10.1037/0033-295x.98.2.224 · Cited by 21,995 · see citing works

A theory of social comparison processes

Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926 · see citing works

Stereotype threat and the intellectual test performance of African Americans.

Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.5.797 · Cited by 8,181 · see citing works

A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research

Vandenberg, R. J., & Lance, C. E. (2000) · Organizational Research Methods · doi:10.1177/109442810031002 · Cited by 7,997 · see citing works

A threat in the air: How stereotypes shape intellectual identity and performance

Steele, C. M. (1997) · American Psychologist · doi:10.1037/0003-066x.52.6.613 · Cited by 6,770 · see citing works

Self-concept: validation of construct interpretations.

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976) · Review of Educational Research · doi:10.3102/00346543046003407 · Cited by 4,164 · see citing works

Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares

Li, C.-H. (2016) · Behavior Research Methods · doi:10.3758/s13428-015-0619-7 · Cited by 3,031 · see citing works

Promoting an open research culture

Nosek, B. A., Alter, G., Banks, G. C., Borsboom, D., Bowman, S. D., Breckler, S. J., Buck, S., Chambers, C. D., Chin, G., Christensen, G., et al. (2015) · Science · doi:10.1126/science.aab2374 · Cited by 2,708 · see citing works

Longitudinal Structural Equation Modeling

Little, T. D. (2013) · Cited by 2,604 · see citing works

Contending with group image: The psychology of stereotype and social identity threat

Steele, C. M., Spencer, S. J., & Aronson, J. (2002) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(02)80009-0 · Cited by 2,201 · see citing works

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 · doi:10.1111/j.1745-6916.2006.00010.x · Cited by 1,368 · see citing works

Longitudinal Structural Equation Modeling

Geiser, C. (2014) · Springer eBooks · doi:10.1007/978-94-007-0753-5_1701 · Cited by 1,366 · see citing works

The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3902_3 · Cited by 1,315 · see citing works

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 · doi:10.1111/j.1467-8624.2005.00853.x · Cited by 1,198 · see citing works

Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat

Good, C., Aronson, J., & Inzlicht, M. (2003) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2003.09.002 · Cited by 1,096 · see citing works

Discrimination Distress During Adolescence

Fisher, C. B., Wallace, S. A., & Fenton, R. E. (2000) · Journal of Youth and Adolescence · doi:10.1023/a:1026455906512 · Cited by 1,079 · see citing works

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

Marsh, H. W., & Martin, A. J. (2011) · British Journal of Educational Psychology · doi:10.1348/000709910x503501 · Cited by 975 · see citing works

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

Guay, F., Marsh, H. W., & Boivin, M. (2003) · Journal of Educational Psychology · doi:10.1037//0022-0663.95.1.124 · Cited by 884 · see citing works

Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., Scafiddi, N. T., & Tonks, S. M. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.3.403 · Cited by 726 · see citing works

Assessing Goodness of Fit

Marsh, H. W., & Hau, K. (1996) · The Journal of Experimental Education · doi:10.1080/00220973.1996.10806604 · Cited by 700 · see citing works

Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence

Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012) · Reading Research Quarterly · doi:10.1002/rrq.030 · Cited by 694 · see citing works

Temporal comparison theory.

Albert, S. M. (1977) · Psychological Review · doi:10.1037/0033-295x.84.6.485 · Cited by 647 · see citing works

Experiences of Discrimination among African American, Asian American, and Latino Adolescents in an Urban High School

Rosenbloom, S. R., & Way, N. (2004) · Youth & Society · doi:10.1177/0044118x03261479 · Cited by 636 · see citing works

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

Guay, F., Marsh, H. W., & Boivin, M. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.1.124 · Cited by 633 · see citing works

Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.

Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037//0022-0663.82.4.646 · Cited by 605 · see citing works

Data Analysis with Mplus

Geiser, C. (2012) · Cited by 564 · see citing works

Self-concept and academic achievement: A meta-analysis of longitudinal relations

Huang, C. (2011) · Journal of School Psychology · doi:10.1016/j.jsp.2011.07.001 · Cited by 558 · see citing works

Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps?

Duncan, G. J., & Magnuson, K. (2005) · The Future of Children · doi:10.1353/foc.2005.0004 · Cited by 487 · see citing works

Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?

Morgan, P. L., & Fuchs, D. (2007) · Exceptional Children · doi:10.1177/001440290707300203 · Cited by 477 · see citing works

Development of young children's reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement.

Chapman, J. W., & Tunmer, W. E. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.1.154 · Cited by 464 · see citing works

Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.

Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.4.788 · Cited by 450 · see citing works

Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.

Marsh, H. W. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.4.646 · Cited by 417 · see citing works

Self-concept of ability and perceived evaluation of others: Cause or effect of academic achievement?

Calsyn, R. J., & Kenny, D. A. (1977) · Journal of Educational Psychology · doi:10.1037/0022-0663.69.2.136 · Cited by 376 · see citing works

Content specificity of relations between academic achievement and academic self-concept.

Marsh, H. W. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.1.35 · Cited by 357 · see citing works

Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined User's Manual for the ECLS-K Eighth-Grade and K-8 Full Sample Data Files and Electronic Codebooks. NCES 2009-004.

Tourangeau, K., Nord, C. W., Lê, T., Sorongon, A. G., & Najarian, M. (2009) · National Center for Education Statistics · Cited by 352 · see citing works

Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study.

Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.4.703 · Cited by 342 · see citing works

Coursework Selection: Relations to Academic Self-Concept and Achievement

Marsh, H. W., & Yeung, A. S. (1997) · American Educational Research Journal · doi:10.3102/00028312034004691 · Cited by 310 · see citing works

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 · doi:10.1037/dev0000393 · Cited by 306 · see citing works

Explanation of Academic Achievement of Asian American Students

Peng, S. S., & Wright, D. (1994) · The Journal of Educational Research · doi:10.1080/00220671.1994.9941265 · Cited by 278 · see citing works

Why Do Immigrant Students Aim High? Explaining the Aspiration–Achievement Paradox of Immigrants in Germany

Salikutluk, Z. (2016) · European Sociological Review · doi:10.1093/esr/jcw004 · Cited by 265 · see citing works

Differences in Cultural Frame of Reference

Ogbu, J. U. (1993) · International Journal of Behavioral Development · doi:10.1177/016502549301600307 · Cited by 240 · see citing works

The Reciprocal Internal/External Frame of Reference Model

Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. (2011) · American Educational Research Journal · doi:10.3102/0002831211419649 · Cited by 212 · see citing works

English Language Learners: Developing Literacy in Second-Language Learners—Report of the National Literacy Panel on Language-Minority Children and Youth

August, D. L., Shanahan, T., & Escamilla, K. (2009) · Journal of Literacy Research · doi:10.1080/10862960903340165 · Cited by 199 · see citing works

Relations Among Achievement, Self-Concept, and Motivation in Mathematics and Language Arts: A Longitudinal Study

Skaalvik, E. M., & Valås, H. (1999) · The Journal of Experimental Education · doi:10.1080/00220979909598349 · Cited by 197 · see citing works

Reading achievement and reading self-concept – Testing the reciprocal effects model

Retelsdorf, J., Köller, O., & Møller, J. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.07.004 · Cited by 165 · see citing works

The relationship between academic self-concept and achievement: A multicohort–multioccasion study

Chen, S.-K., Yeh, Y.-C., Hwang, F.-M., & Lin, S. S. J. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.07.021 · Cited by 150 · see citing works

Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes

Powell, D. R., Son, S.-H. C., File, N. K., & Froiland, J. M. (2012) · The Elementary School Journal · doi:10.1086/667726 · Cited by 147 · see citing works

The longitudinal interplay of students’ academic self-concepts and achievements within and across domains: Replicating and extending the reciprocal internal/external frame of reference model.

Niepel, C., Brunner, M., & Preckel, F. (2014) · Journal of Educational Psychology · doi:10.1037/a0036307 · Cited by 129 · see citing works

Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability

Warmington, M., & Hulme, C. (2011) · Scientific Studies of Reading · doi:10.1080/10888438.2010.534832 · Cited by 126 · see citing works

Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from an Intersectionality Approach

Bécares, L., & Priest, N. (2015) · PLoS ONE · doi:10.1371/journal.pone.0141363 · Cited by 117 · see citing works

Reciprocal effects between intrinsic reading motivation and reading competence? A cross‐lagged panel model for academic track and nonacademic track students

Schaffner, E., Philipp, M., & Schiefele, U. (2014) · Journal of Research in Reading · doi:10.1111/1467-9817.12027 · Cited by 89 · see citing works

The reciprocal internal/external frame of reference model using grades and test scores

Møller, J., Zimmermann, F., & Köller, O. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12047 · Cited by 80 · see citing works

Ethnicity, self-concept, and school belonging: effects on school engagement

Singh, K., Chang, M., & Dika, S. L. (2010) · Educational Research for Policy and Practice · doi:10.1007/s10671-010-9087-0 · Cited by 78 · see citing works

The developmental interplay of academic self-concept and achievement within and across domains among primary school students

Sewasew, D., & Schroeders, U. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.03.009 · Cited by 75 · see citing works

Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany

Miyamoto, A., Pfost, M., & Artelt, C. (2017) · Journal of Research in Reading · doi:10.1111/1467-9817.12113 · Cited by 70 · see citing works

Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling

Walgermo, B. R., Foldnes, N., Uppstad, P. H., & Solheim, O. J. (2018) · Reading and Writing · doi:10.1007/s11145-018-9843-8 · Cited by 65 · see citing works

Achievement differences and self‐concept differences: Stronger associations for above or below average students?

Møller, J., & Pohlmann, B. (2010) · British Journal of Educational Psychology · doi:10.1348/000709909x485234 · Cited by 57 · see citing works

Maximizing gender equality by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM.

Hübner, N., Wille, E., Cambria, J., Oschatz, K., Nagengast, B., & Trautwein, U. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000183 · Cited by 50 · see citing works

Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study

Kigel, R. M., McElvany, N., & Becker, M. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.10.001 · Cited by 40 · see citing works

Degrees of Freedom in Multigroup Confirmatory Factor Analyses

Schroeders, U., & Gnambs, T. (2018) · European Journal of Psychological Assessment · doi:10.1027/1015-5759/a000500 · Cited by 40 · see citing works

Development of sex differences in math achievement, self-concept, and interest from grade 5 to 7

Sewasew, D., Schroeders, U., Schiefer, I. M., Weirich, S., & Artelt, C. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.05.003 · Cited by 37 · see citing works

The Reliability and Validity of the ‘Smiley’ Scale

Davies, J., & Brember, I. (1994) · British Educational Research Journal · doi:10.1080/0141192940200406 · Cited by 33 · see citing works

USER'S MANUAL FOR THE ECLS-K THIRD GRADE PUBLIC-USE DATA FILE AND ELECTRONIC CODE BOOK

Tourangeau, K., Brick, M., Lê, T., Wan, S., Weant, M., Nord, C. W., Vaden-Kiernan, N., Hagedorn, M., Bissett, E., Dulaney, R., et al. (2004) · Cited by 25 · see citing works

Examining Differences in Kindergarteners’ Mathematics Learning: A Closer Look at Instruction, Socioeconomic Status, and Race

Jung, E. (2014) · The Journal of Educational Research · doi:10.1080/00220671.2013.833074 · Cited by 7 · see citing works

A Review of “Minority Status, Oppositional Culture, & Schooling”

Rodriguez, P. J. (2014) · Educational Studies · doi:10.1080/00131946.2014.907166 · Cited by 1 · see citing works

Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda

Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224 · see citing works

Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018

Ma, L., Luo, H., & Xiao, L. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101947 · Cited by 168 · see citing works

The Role of Individual Differences in Sourcing: a Systematic Review

Anmarkrud, Ø., Bråten, I., Florit, E., & Masón, L. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09640-7 · Cited by 79 · see citing works

Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model

Ma, L., Xiao, L., & Hau, K. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101602 · Cited by 58 · see citing works

Academic Self-Concept Dramatically Declines in Secondary School: Personal and Contextual Determinants

Postigo, Á., Fernández-Alonso, R., Fonseca‐Pedrero, E., González‐Nuevo, C., & Muñiz, J. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19053010 · Cited by 33 · see citing works

Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions

Wang, M., & Hu, J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.959461 · Cited by 29 · see citing works

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?

Chung, K. K. H., Lam, C. B., Chan, K. S.-C., Lee, A., Catrina Cuina, L. I. U., & Wang, L. (2023) · Journal of Learning Disabilities · doi:10.1177/00222194231181914 · Cited by 22 · see citing works

Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Ma, L., Xiao, L., & Li, Q. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12607 · Cited by 18 · see citing works

PISA reading achievement: identifying predictors and examining model generalizability for multilingual students

Dai, S., Hao, T., Ardasheva, Y., Ramazan, O., Danielson, R., & Austin, B. (2023) · Reading and Writing · doi:10.1007/s11145-022-10357-4 · Cited by 16 · see citing works

Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample

Liu, M., Vu, T., van Atteveldt, N., & Meeter, M. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11070133 · Cited by 13 · see citing works

Students’ 2018 PISA reading self-concept: Identifying predictors and examining model generalizability for emergent bilinguals

Ramazan, O., Dai, S., Danielson, R., Ardasheva, Y., Hao, T., & Austin, B. (2023) · Journal of School Psychology · doi:10.1016/j.jsp.2023.101254 · Cited by 9 · see citing works

The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018

Basarkod, G., Marsh, H. W., Guo, J., Dicke, T., Xu, K. M., & Parker, P. D. (2023) · Scientific Studies of Reading · doi:10.1080/10888438.2023.2174028 · Cited by 9 · see citing works

Scientific literacy and communication skills a-re significant for enhancing students’ creative thinking skills

Irawan, F., Adawiyah, R., Zubaidah, S., & Arsih, F. (2023) · AIP conference proceedings · doi:10.1063/5.0112412 · Cited by 8 · see citing works

The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students

Zhu, S., Yao, Y., Chan, S. D., & Zhu, X. (2024) · Early Education and Development · doi:10.1080/10409289.2024.2338698 · Cited by 7 · see citing works

The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?

Conradi, K., & Jang, B. G. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1972881 · Cited by 7 · see citing works

Value and Self-Concept: A Study on Reading Habits among Primary School Students in Sarawak

Yusuf, K. M., John, D. S., Kundrata, K. D., & Pandian, A. (2019) · International Journal of Asian Social Science · doi:10.18488/journal.1.2019.912.709.721 · Cited by 6 · see citing works

Examining sociocultural factors in assessing vocabulary knowledge of children from low socio-economic background

Xu, Y., & Liu, L. (2020) · Early Child Development and Care · doi:10.1080/03004430.2019.1711375 · Cited by 6 · see citing works

The Effect of Self-Concept and Student Learning Motivation on Learning Achievement of Social Science

Susanto, A., Bahar, H., Iswan, & Misriandi (2020) · ICCD · doi:10.2991/assehr.k.201017.010 · Cited by 5 · see citing works

Students’ reading self-concepts at an institution of higher learning in South Africa

Cekiso, M. (2024) · Reading & Writing · doi:10.4102/rw.v15i1.509 · Cited by 5 · see citing works

Exploration of latent early literacy profiles in German kindergarten children using a newly developed app

Stuhr, C., Yumuş, M., Meindl, M., Jungmann, T., & Hughes, C. M. L. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1350266 · Cited by 4 · see citing works

The correlation between science literacy skills and scientific explanation on creative thinking skills through Remap-STAD learning model

Irawan, F., Maghfiroh, H., Zubaidah, S., & Sulisetijono, S. (2024) · AIP conference proceedings · doi:10.1063/5.0215201 · Cited by 3 · see citing works

Pendidikan Yang Humanis Dengan Sistem Sekolah Ramah Anak

Suryanto, H., & Youhanita, E. (2022) · Society Jurnal Pengabdian Masyarakat · doi:10.55824/jpm.v1i4.131 · Cited by 3 · see citing works

Development over time of the reading self-concept in fourth- and fifth-grade students

Segal, A., Dotan, S., & Katzir, T. (2022) · Current Psychology · doi:10.1007/s12144-022-03871-9 · Cited by 2 · see citing works

CLASSROOM LEARNING ENVIRONMENT AND STUDENT WRITING STRATEGY AS PREDICTORS OF READING COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS

Miralles, T. G., & Nesperos, J. L. A. (2022) · European Journal of Foreign Language Teaching · doi:10.46827/ejfl.v6i3.4447 · Cited by 2 · see citing works

Academic self-concept: a key predictor of achievement and learning

Basarkod, G., & Marsh, H. W. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.14030-8 · Cited by 4 · see citing works

Competence and affect self-concepts of elementary school children – Do gender and immigration background play a role?

Lohbeck, A. (2023) · Intercultural Education · doi:10.1080/14675986.2023.2279838 · Cited by 1 · see citing works

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

Asy’ari, A., Wikanta, W., & Juniawan, M. F. (2022) · SEJ (Science Education Journal) · doi:10.21070/sej.v6i2.1625 · Cited by 1 · see citing works

PBL supported by think-pair-share affecting the multiethnic student concepts understanding about biology-subjects

Boleng, D. T., & Maasawet, E. T. (2021) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v16i2.5632 · Cited by 1 · see citing works

Kontribusi Kompetensi Sosial Guru terhadap Hasil Belajar IPS Siswa

Burhanuddin, B. (2023) · EDUKATIF JURNAL ILMU PENDIDIKAN · doi:10.31004/edukatif.v5i2.4890 · Cited by 1 · see citing works

Relations among social, emotional and moral competencies, reading and mathematical competence in students of secondary education

Llorent, V. J., Caballero, M. J. V., Junta de Andalucía, S., & GARCIA-CABRERA, M. M. (2021) · ESPACIOS · doi:10.48082/espacios-a21v42n09p08

Academic motivation-achievement cycle and the behavioural pathways: a short-timeframe experiment with manipulated perceived achievementPreprint

Vu, T., Meeter, M., Hofman, A. D., Jansen, B. R. J., Magis‐Weinberg, L., & van Atteveldt, N. (2019) · doi:10.31234/osf.io/fgchj

The improvement students learning achievement by applying work based learning combined with teaching factory concept

Maksum, H., Purwanto, W., Sugiarto, T., Hidayat, N., Siman, S., & Hasan, H. (2024) · Jurnal EDUCATIO Jurnal Pendidikan Indonesia · doi:10.29210/1202423662

PENGARUH MODEL PEMBELAJARAN REMAP NUMBERED HEAD TOGETHER (NHT) TERHADAP KETERAMPILAN SCIENTIFIC EXPLANATION

Irawan, F., Harahap, D. G. S., Rafi’y, M., & Nur Zakiyah, R. (2023) · Jurnal IPA Terpadu · doi:10.35580/ipaterpadu.v7i3.53927

Investigating the Mechanisms Behind Relations Between Academic Language and Reading Comprehension: The Role of Reading Self-Concept and Reading Enjoyment

Öngören, H. O., & Volodina, A. (2024) · Reading Psychology · doi:10.1080/02702711.2024.2379257

Academic motivation–achievement cycle and the behavioural pathways: A short‐timeframe experiment with manipulated perceived achievement

Vu, T., Meeter, M., Hofman, A. D., Jansen, B. R. J., Magis‐Weinberg, L., van Triest, E., & van Atteveldt, N. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.12731 · Cited by 2 · see citing works

Stability and Change in Social-Emotional Profiles of Head Start Children: A Latent Transition Approach

Chen, C., Xu, Y., Xia, Y., & Zhang, F. (2026) · International Journal of Early Childhood · doi:10.1007/s13158-026-00517-w

Separating Stability from Change: Disentangling Within- and Between-Person Effects in Early Reading DevelopmentPreprint

Thomas, A. E. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6818143

The development of literacy self-concept in preschool children within the home literacy environment

Camligüney, Ö., Schiele, T., Jiménez, M. V., & Niklas, F. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01184-0 · Cited by 1 · see citing works

Longitudinal Investigation into the Role of Reading Self-concept on Reading Achievement for English as a First Language and English Language Learners

Barron, C. (2019) · TSpace (University of Toronto) · Cited by 1 · see citing works

Reading achievement and reading self-concept – Testing the reciprocal effects model

Retelsdorf, J., Köller, O., & Møller, J. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.07.004 · Cited by 165 · see citing works

The Relationship of Self-Concept and Reading Achievement in First Grade Children’

Williams, J. H. (1973) · The Journal of Educational Research · doi:10.1080/00220671.1973.10884506 · Cited by 40 · see citing works

Separating Stability from Change: Disentangling Within- and Between-Person Effects in Early Reading DevelopmentPreprint

Thomas, A. E. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6818143

The relationship between self-concept and reading ability in a selected group of secondary students

Clark, R. V. (1984) · University Microfilms International eBooks · Cited by 1 · see citing works