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Seaton, Marjorie; Marsh, Herbert W.; Parker, Philip D.; Craven, Rhonda G.; Yeung, Alexander S. – Gifted Child Quarterly, 2015
The reciprocal effects model (REM) predicts a reciprocal relation between academic self-concept and academic achievement, whereby prior academic self-concept is associated with future gains in achievement, and prior achievement is related to subsequent academic self-concept. Although research in this area has been extensive, there has been a…
Descriptors: Correlation, Self Concept, Academic Achievement, Selective Admission
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Leung, Kim Chau; Marsh, Herbert W.; Yeung, Alexander Seeshing; Abduljabbar, Adel S. – Journal of Experimental Education, 2015
Studies adopting a construct validity approach can be categorized into within- and between-network studies. Few studies have applied between-network approach and tested the correlations of the social (same-sex relations, opposite-sex relations, parent relations), moral (honesty-trustworthiness), and emotional (emotional stability) facets of the…
Descriptors: Questionnaires, Self Concept Measures, High School Students, Correlation
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Nagengast, Benjamin; Marsh, Herbert W.; Chiorri, Carlo; Hau, Kit-Tai – Journal of Educational Psychology, 2014
The present study revisited the unresolved issue of the long-term effects of part-time working intensity during high school on students' achievement, participation in postsecondary education, time allocation, and work-related values and expectations. Using data from the Educational Longitudinal Study of 2002 (N = 14,654), the effects of part-time…
Descriptors: High School Students, Student Employment, Probability, Scores
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Seaton, Marjorie; Parker, Philip; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander Seeshing – Educational Psychology, 2014
Research suggests that motivated students and those with high academic self-concepts perform better academically. Although substantial evidence supports a reciprocal relation between academic self-concept and achievement, there is less evidence supporting a similar relation between achievement goal orientations and achievement. There is also a…
Descriptors: Self Concept, Student Motivation, Goal Orientation, High School Students
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Leung, Kim Chau; Marsh, Herbert W.; Craven, Rhonda G.; Yeung, Alexander S.; Abduljabbar, Adel S. – Journal of Early Adolescence, 2013
Peer support interventions have mostly neglected the domain specificity of intervention effects. In two studies, the present investigation examined the domain specificity of peer support interventions targeting specific domains of self-concept. In Study 1, participants ("n" = 50) who had received an academically oriented peer support…
Descriptors: Peer Relationship, Self Concept, Control Groups, Intervention
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Abu-Hilal, Maher M.; Abdelfattah, Faisal A.; Alshumrani, Saleh A.; Abduljabbar, Adel S.; Marsh, Herbert W. – European Journal of Psychology of Education, 2013
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…
Descriptors: Foreign Countries, Construct Validity, Self Concept, Questionnaires
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Marsh, Herbert W.; Ginns, Paul; Morin, Alexandre J. S.; Nagengast, Benjamin; Martin, Andrew J. – Journal of Educational Psychology, 2011
Recently graduated university students from all Australian Universities rate their overall departmental and university experiences (DUEs), and their responses (N = 44,932, 41 institutions) are used by the government to benchmark departments and universities. We evaluate this DUE strategy of rating overall departments and universities rather than…
Descriptors: Teacher Effectiveness, Student Evaluation of Teacher Performance, Factor Structure, Foreign Countries
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Marsh, Herbert W.; Nagengast, Benjamin; Morin, Alexandre J. S.; Parada, Roberto H.; Craven, Rhonda G.; Hamilton, Linda R. – Journal of Educational Psychology, 2011
Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract…
Descriptors: Locus of Control, Test Bias, Bullying, Structural Equation Models
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Ginns, Paul; Marsh, Herbert W.; Behnia, Masud; Cheng, Jacqueline H. S.; Scalas, L. Francesca – British Journal of Educational Psychology, 2009
Background: The introduction of the Australian Research Training Scheme has been a strong reason for assuring the quality of the research higher degree (RHD) experience; if students experience poor supervision, an unsupportive climate, and inadequate infrastructure, prior research suggests RHD students will be less likely to complete their degree,…
Descriptors: Foreign Countries, Student Attitudes, Graduate Students, Student Research
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Seaton, Marjorie; Marsh, Herbert W.; Craven, Rhonda G. – Journal of Educational Psychology, 2009
For more than 2 decades, big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability classes and schools have lower academic self-concepts than their equally able counterparts in mixed-ability schools. However, cross-cultural BFLPE research has been limited to mostly developed and individualist countries. Using the…
Descriptors: Animals, Academic Achievement, Educational Practices, Developed Nations
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Marsh, Herbert W.; Trautwein, Ulrich; Ludtke, Oliver; Baumert, Jurgen; Koller, Olaf – American Educational Research Journal, 2007
According to the big-fish-little-pond effect (BFLPE), attending academically selective high schools negatively affects academic self-concept. Does the BFLPE persist after graduation from high school? In two large, representative samples of German high school students (Study 1: 2,306 students, 147 schools; Study 2: 1,758 students, 94 schools), the…
Descriptors: Achievement Tests, Foreign Countries, Self Concept, Self Concept Measures
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Marsh, Herbert W.; Ellis, Louise A.; Parada, Roberto H.; Richards, Garry; Heubeck, Bernd G. – Psychological Assessment, 2005
Four studies evaluate the new Self Description Questionnaire II short-form (SDQII-S) that measures 11 dimensions of adolescent self-concept based on responses to 51 of the original 102 SDQII items and demonstrate new statistical strategies to operationalize guidelines for short-form evaluation proposed by G. T. Smith, D. M. McCarthy, and K. G.…
Descriptors: Measures (Individuals), Gender Differences, Multitrait Multimethod Techniques, Factor Structure
Barnes, Geoffrey; McInerney, Dennis M.; Marsh, Herbert W. – Australian Educational Researcher, 2005
In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are…
Descriptors: Gender Differences, Intention, Models, Elective Courses
Overall, Jesse U., IV; Marsh, Herbert W. – AAHE Bulletin, 1982
Recent research (1978-1982) on student evaluations of teaching is reviewed, including: influence of background variables pertaining to the student, the teacher, and the learning environment; the dimensions of the teaching being evaluated; the validity of students' evaluations; the "Doctor Fox" effect and its implications for validity; the…
Descriptors: College Faculty, Educational Research, Evaluation Criteria, Evaluation Methods
Marsh, Herbert W. – 1978
To determine the relationship between 16 background variables and students' evaluations of instruction, a questionnaire was completed in 511 undergraduate courses at the University of Southern California, Los Angeles. Student variables, including grade point average, class size, expected grade, and prior subject interest, rarely explained 10% of…
Descriptors: Bias, College Faculty, Correlation, Course Evaluation
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