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Academic self-concept, achievement, and goal orientations in different learning environments
Stage-Environment Fit Theory underlines the role of learning environments and their match with students’ needs as crucial for students’ motivation...
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Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role?
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental...
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The influence of socioeconomic status, working memory and academic self-concept on academic achievement
There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and...
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Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement’s Directional Ordering
Multi-wave-cross-lagged-panel models (CLPMs) of directional ordering are a focus of much controversy in educational psychology and more generally....
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Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems
BackgroundThe current study investigates school contextual effects on students’ academic self-concept and achievement, that is, peer socioeconomic...
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Gender and minority background as moderators of teacher expectation effects on self-concept, subjective task values, and academic performance
Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the...
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The Bidirectional Relationship Between Self-Concept and Self-Efficacy and Their Relative Importance to Foreign Language Learning Achievement
Self-concept and self-efficacy have been acknowledged as critical predictors of foreign language (L2) learning. However, these two constructs are so...
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Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics
Teacher expectations not only relate positively to student achievement, but also to student beliefs such as their self-concept. Nevertheless, most...
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A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
The reciprocal relationship between academic self-concept (ASC) and academic achievement has been documented in multiple studies. However, this...
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Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children
In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the...
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STEM learning opportunities and career aspirations: the interactive effect of students’ self-concept and perceptions of STEM professionals
BackgroundStudents’ positive perceptions of scientists or engineers have been reported to be positively related to their science, technology,...
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Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on develo** EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation
This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students’ motivation,...
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Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering
Two studies were conducted to examine the relationships among university students’ academic self-concept, perceptions of the learning environment,...
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How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement
The relationship between students’ subject-specific academic self-concept and their academic achievement is one of the most widely researched topics...
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The social ecology of academic achievement: modeling social sources of protection
The academic achievement gap in the USA persists, despite significant effort made to close it. This has led many researchers to investigate...
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Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method
The aim of the study is to investigate the measurement invariance of mathematics self-concept and self-efficacy across 40 countries that participated...
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An empirical study exploring pre-service teachers’ profiles and their prospective ICT integration: is it a matter of attitudes, self-efficacy, self-concept or concerns?
Empirical evidence has revealed that affective-motivational variables such as pre-service teachers’ attitudes, self-efficacy, self-concept and...
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Effects of classroom and school climate on language minority students’ PISA mathematics self-concept and achievement scores
Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics...
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Academic motivational resilience and teacher support: academic self-efficacy as a mediator
The purpose of the present study was to examine the associations among teacher support, academic self-efficacy, and academic motivational resilience....
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Gender-math stereotypes and mathematical performance: the role of attitude toward mathematics and math self-concept
Gender-math stereotypes are thought to be a threat for women’s mathematical performance, however, the mechanism of gender stereotype affecting...
