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Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives
Hye-Ryen Jang, Geetanjali Basarkod, Johnmarshall Reeve, Herbert W. Marsh, Sung Hyeon Cheon, Jiesi Guo
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 1, 2024, págs. 20-35
The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective
Jiesi Guo, Xin Tang, Herbert W. Marsh, Philip D. Parker, Geetanjali Basarkod, Baljinder Sahdra, Mette Ranta, Katariina Salmela-Aro
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 124, Nº. 5, 2023, págs. 1079-1110
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Jiesi Guo, Xiang Hu, Andrew J. Elliot, Herbert W. Marsh, Kou Murayama, Geetanjali Basarkod, Philip D. Parker, Theresa Dicke
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 125, Nº. 2, 2023, págs. 397-420
Philip D. Parker, Kelly-Ann Allen, Rhiannon Parker, Jiesi Guo, Herbert W. Marsh, Geetanjali Basarkod, Theresa Dicke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 8, 2022, págs. 1881-1894
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study
Christoph Niepel, Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Jens Möller
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1380-1393
Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies
Jiesi Guo, Liang Hu, Reinhard Pekrun
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 4, 2022, págs. 734-751
Baljinder Sahdra, Joseph Ciarrochi, Geetanjali Basarkod, Theresa Dicke, Jiesi Guo, Philip D. Parker, Herbert W. Marsh
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 3, 2022, págs. 622-636
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?
Theresa Dicke, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Herbert W. Marsh, Mark Deady, Samuel B. Harvey, Philip Riley
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 426-441
Which class matters?: Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation
Moritz Fleischmann, Nicolas Hübner, Herbert W. Marsh, Jiesi Guo, Ulrich Trautwein, Benjamin Nagengast
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 127-143
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups
Satu Koivuhovi, Herbert W. Marsh, Theresa Dicke, Baljinder Sahdra, Jiesi Guo, Philip D. Parker, Mari-Pauliina Vainikainen
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 198-213
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion
Marcus Horwood, Herbert W. Marsh, Philip D. Parker, Philip Riley, Jiesi Guo, Theresa Dicke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 8, 2021, págs. 1668-1688
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes.
Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Christoph Niepel, Brooke Van Zanden
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 121, Nº. 1, 2021, págs. 168-183
Job satisfaction of teachers and their principals in relation to climate and student achievement
Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Philip Riley, Julia Waldeyer
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 5, 2020, págs. 1061-1073
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, A. Katrin Arens
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 2, 2019, págs. 331-353
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.
Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Reinhard Pekrun, Jiesi Guo, Ioulia Televantou
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 8, 2018, págs. 1112-1126
Philip D. Parker, Herbert W. Marsh, Jiesi Guo, Jake Anders, Nikki Shure, Theresa Dicke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 3, 2018, págs. 445-463
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, Stephanie Lichtenfeld
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 3, 2017, págs. 425-438
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