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Gruppiert nach: Dokumententyp |
Veröffentlichungsdatum
Anzahl der Publikationen: 7
2022
Arens, A. Katrin; Fiedler, Daniel und Hasselhorn, Johannes
(2022):
Das Selbstkonzept im Schulfach Musik: Einbettung in die Forschung zum akademischen Selbstkonzept.
In: Zeitschrift für Erziehungswissenschaft, Bd. 25, Nr. 3: S. 629-658
2020
Arens, A. Katrin; Frenzel, Anne C. und Goetz, Thomas
(2020):
Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement.
In: Journal of Experimental Education
Tracey, Danielle; Morin, Alexandre J. S.; Pekrun, Reinhard; Arens, A. Katrin; Murayama, Kou; Lichtenfeld, Stephanie; Frenzel, Anne C.; Goetz, Thomas und Maiano, Christophe
(2020):
Mathematics Motivation in Students With Low Cognitive Ability: A Longitudinal Study of Motivation and Relations With Effort, Self-Regulation, and Grades.
In: American Journal on Intellectual and Developmental Disabilities (Ajidd), Bd. 125, Nr. 2: S. 125-147
2019
Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa und Arens, A. Katrin
(2019):
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies.
In: Journal of Educational Psychology, Bd. 111, Nr. 2: S. 331-353
2018
Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi und Dicke, Theresa
(2018):
An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years.
In: Developmental Psychology, Bd. 54, Nr. 2: S. 263-280
2017
Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou und Hofe, Rudolf vom
(2017):
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks.
In: Journal of Educational Psychology, Bd. 109, Nr. 5: S. 621-634
2016
Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Guo, Jiesi; Arens, A. Katrin und Murayama, Kou
(2016):
Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium and Longitudinal Relations Among Effort, Achievement, and Academic Self-Concept.
In: Developmental Psychology, Bd. 52, Nr. 8: S. 1273-1290