Search results for: Herbert W. Marsh

Items from 1 to 20 out of 42 results

article

Psychological Comparison Processes and Self‐Concept in Relation to Five Distinct Frame‐of‐Reference Effects: Pan‐Human Cross‐Cultural Generalizability over 68 Countries

Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Reinhard Pekrun, more

European Journal of Personality > 34 > 2 > 180 - 202

The concept of self is central to personhood, but personality research has largely ignored the relevance of recent advances in self‐concept theory: multidimensionality of self‐concept (focusing instead on self‐esteem, an implicit unidimensional approach), domain specificity (generalizability of trait manifestations over different domains), and multilevel perspectives in which social‐cognitive processes...

article

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W. Marsh, Kou Murayama, more

Child Development > 88 > 5 > 1653 - 1670

A reciprocal effects model linking emotion and achievement over time is proposed. The model was tested using five annual waves of the Project for the Analysis of Learning and Achievement in Mathematics (PALMA) longitudinal study, which investigated adolescents’ development in mathematics (Grades 5–9; N = 3,425 German students; mean starting age = 11.7 years; representative sample). Structural equation modeling...

article

Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Alexandre J.S. Morin, more

Learning and Instruction > 2017 > 49 > C > 81-91

Based on TIMSS data (18,047 Grade 8 students from the four OECD countries that collected data for multiple science domains), this study integrated dimensional comparison theory and expectancy-value theory and tested predictions about how self-concept and value are related to achievement and coursework aspirations across four science domains (physics, chemistry, earth science, and biology). First,...

article

How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes

Brooke Van Zanden, Herbert W. Marsh, Marjorie Seaton, Philip D. Parker, more

Learning and Instruction > 2017 > 47 > C > 25-32

The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model based on student self-ratings, however, reviews of self-concept research claim that the I/E model does not apply to ratings by parents and significant others. We aimed to test these claims using parent inferred...

article

Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement

Janet Mooney, Marjorie Seaton, Gurvinder Kaur, Herbert W. Marsh, more

Contemporary Educational Psychology > 2016 > 47 > C > 11-23

The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary...

article

Complementary Variable- and Person-Centered Approaches to the Dimensionality of Psychometric Constructs: Application to Psychological Wellbeing at Work

Alexandre J. S. Morin, Jean-Sébastien Boudrias, Herbert W. Marsh, Dennis M. McInerney, more

Journal of Business and Psychology > 2017 > 32 > 4 > 395-419

Purpose This study illustrates complementary variable- and person-centered approaches allowing for a more complete investigation of the dimensionality of psychometric constructs. Psychometric measures often assess conceptually related facets of global overarching constructs based on the implicit or explicit assumption that these overarching constructs exist as global entities including conceptually...

chapter

research quantitative research correlational Quantitative Modellingmodelling quantitative of Correlational data correlational and Multilevel Datadata multi-level in Educational Researchresearch educational : A Construct Validityvalidity construct Approach to Exploring and Testing Theorytheory testing

Andrew J. Martin, Jasmine Green, Susan Colmar, Gregory A.D. Liem, more

Methodos Series > Methodological Choice and Design > Classical Research Approaches in New Social and Political Contexts > 209-224

In this chapter, we describe correlational research (focussing on confirmatory factor analysis, structural equation modelling, and multilevel modelling) through a construct validity lens, outline historical roots and developments in methodology that underpin modern measurement and correlational modelling, and summarise the types of knowledge that correlational approaches produce under a construct...

article

Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender

A. Katrin Arens, Herbert W. Marsh, Rhonda G. Craven, Alexander Seeshing Yeung, more

Early Childhood Research Quarterly > 2016 > 36 > C > 391-403

This three-wave, longitudinal study explored the math self-concept of German preschool children (N=420) with respect to its differentiation into competence and affect components, cross-sectional and longitudinal relations to early math achievement, and invariance across gender. Findings demonstrated that preschool children's math self-concept can be separated into competence and affect components,...

article

Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers

Dennis M. McInerney, Fraide A. Ganotice, Ronnel B. King, Herbert W. Marsh, more

Teaching and Teacher Education > 2015 > 52 > Complete > 11-23

This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment...

article

If one goes up the other must come down: Examining ipsative relationships between math and English self‐concept trajectories across high school

Philip D. Parker, Herbert W. Marsh, Alexandre J. S. Morin, Marjorie Seaton, more

British Journal of Educational Psychology > 85 > 2 > 172 - 191

BackgroundThe Internal‐External frame of reference (IE) model suggests that as self‐concept in one domain goes up (e.g., English) self‐concept in other domains (e.g., mathematics) should go down (ipsative self‐concept hypothesis). AimsTo our knowledge this assumption has not been tested. Testing this effect also provides a context for illustrating different approaches to the study of growth with...

article

Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains

Herbert W. Marsh, Oliver Lüdtke, Benjamin Nagengast, Ulrich Trautwein, more

Learning and Instruction > 2015 > 35 > Complete > 16-32

The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching domain (e.g., mathematics achievement on mathematics self-concept) but a negative (contrastive) effect on self-concept in the non-matching domain (e.g., mathematics...

article

Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions

Alexandre J. S. Morin, John P. Meyer, Dennis M. McInerney, Herbert W. Marsh, more

Asia Pacific Journal of Management > 2015 > 32 > 3 > 717-744

Work-relevant commitments have important implications for employee behavior and well-being, but the connections are complicated by the fact that commitments can be characterized by different mindsets and be directed at different targets. Recent developments in person-centered analytic strategies (e.g., latent profile analysis) have helped to address these complexities, particularly as they pertain...

article

Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study

Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Alexandre J.S. Morin, more

Learning and Individual Differences > 2015 > 37 > C > 161-168

This study drew on expectancy-value theory (EVT) to examine the relations between mathematics motivation (academic self-concept and task values) and student background variables in predicting educational outcomes. Using latent-variable models with latent interactions, we investigated the multiplicative effect of self-concept and value, which is central to classic EVT. The mediating role of motivation...

article

Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications

Herbert W. Marsh, Hans Kuyper, Alexandre J.S. Morin, Philip D. Parker, more

Learning and Instruction > 2014 > 33 > Complete > 50-66

We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school- and class-average achievement (ACH) on academic self-concept (ASC)—the big-fish-little-pond-effect (BFLPE; 15,356 Dutch 9th grade students from 651 classes in 95 schools). In support of the theoretical, social-comparison basis of the BFLPE, controlling...

article

Why is support for Jamesian actual–ideal discrepancy model so elusive? A latent-variable approach

L. Francesca Scalas, Herbert W. Marsh, Alexandre J.S. Morin, Benjamin Nagengast

Personality and Individual Differences > 2014 > 69 > Complete > 62-68

We investigate the Actual–Ideal Discrepancy (AID) model of self-esteem determination dating back to James (1890/1963). Although intuitively appealing, this model received weak support from rigorous empirical research. We propose a multiple-item latent difference approach to AID as applied to a range of self-concept domains and sub-domains in young adolescents from two different countries (UK: N=402;...

article

Importance models of the physical self: Improved methodology supports a normative‐cultural importance model but not the individual importance model

L. Francesca Scalas, Alexandre J. S. Morin, Herbert W. Marsh, Benjamin Nagengast

European Journal of Social Psychology > 44 > 2 > 154 - 174

We examine theoretical and methodological issues associated with the roles of individual and group‐normative importance in self‐esteem determination. Critical issues include multicollinearity among the physical self‐subdomains, which may have affected previous results, and the need for a multidimensional perspective on importance models. We apply state‐of‐the‐art methodologies, including exploratory...

article

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

Maarten Pinxten, Herbert W. Marsh, Bieke De Fraine, Wim Van Den Noortgate, more

British Journal of Educational Psychology > 84 > 1 > 152 - 174

BackgroundThe multidimensionality of the academic self‐concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so‐called affect‐competence separation) needs further examination. AimThis study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria...

article

School Life and Adolescents' Self‐Esteem Trajectories

Alexandre J. S. Morin, Christophe Maïano, Herbert W. Marsh, Benjamin Nagengast, more

Child Development > 84 > 6 > 1967 - 1988

This study investigates heterogeneity in adolescents' trajectories of global self‐esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student‐level effects when there are multiple schools,...

article

Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference

Philip D. Parker, Herbert W. Marsh, Oliver Lüdtke, Ulrich Trautwein

Learning and Instruction > 2013 > 23 > Complete > 78-89

The internal/external frame of reference and the big-fish-little-pond effect are two major models of academic self-concept formation which have considerable theoretical and empirical support. Integrating the domain specific and compensatory processes of the internal/external frame of reference model with the big-fish-little-pond effect suggests a potential unified model and the presence of a positive...

article

Construct validity of self-concept in TIMSS’s student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders

Maher M. Abu-Hilal, Faisal A. Abdelfattah, Saleh A. Alshumrani, Adel S. Abduljabbar, more

European Journal of Psychology of Education > 2013 > 28 > 4 > 1201-1220

The aims of this study are to: (a) assess if cognitive self-concept (competence) and affective self-concept in mathematics and science are different constructs, (b) evaluate the construct validity of self-concept in the context of conflation and separation, and (c) test if the relationships among cognitive and affective variables are invariant across gender. The data for this study were obtained from...

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Search results for: Herbert W. Marsh

Psychological Comparison Processes and Self‐Concept in Relation to Five Distinct Frame‐of‐Reference Effects: Pan‐Human Cross‐Cultural Generalizability over 68 Countries

Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes

Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement

Complementary Variable- and Person-Centered Approaches to the Dimensionality of Psychometric Constructs: Application to Psychological Wellbeing at Work

Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender

Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers

If one goes up the other must come down: Examining ipsative relationships between math and English self‐concept trajectories across high school

Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains

Profiles of dual commitment to the occupation and organization: Relations to well-being and turnover intentions

Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study

Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications

Why is support for Jamesian actual–ideal discrepancy model so elusive? A latent-variable approach

Importance models of the physical self: Improved methodology supports a normative‐cultural importance model but not the individual importance model

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

School Life and Adolescents' Self‐Esteem Trajectories

Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference

Construct validity of self-concept in TIMSS’s student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders

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