Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 9 |
Descriptor
Source
Journal of Educational… | 9 |
Author
Publication Type
Journal Articles | 9 |
Reports - Research | 9 |
Education Level
Secondary Education | 4 |
Elementary Education | 3 |
Grade 4 | 3 |
Grade 8 | 3 |
Higher Education | 3 |
Intermediate Grades | 3 |
Elementary Secondary Education | 2 |
Junior High Schools | 2 |
Middle Schools | 2 |
Postsecondary Education | 1 |
Audience
Location
Australia | 3 |
Germany | 3 |
Asia | 2 |
United States | 2 |
Africa | 1 |
Austria | 1 |
Czech Republic | 1 |
Egypt | 1 |
Europe | 1 |
Finland | 1 |
Hong Kong | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Trends in International… | 9 |
Program for International… | 4 |
Progress in International… | 2 |
Self Description Questionnaire | 1 |
What Works Clearinghouse Rating
Keller, Lena; Preckel, Franzis; Brunner, Martin – Journal of Educational Psychology, 2021
It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation…
Descriptors: Correlation, Academic Achievement, High Achievement, Low Achievement
Hübner, Nicolas; Wille, Eike; Cambria, Jenna; Oschatz, Kerstin; Nagengast, Benjamin; Trautwein, Ulrich – Journal of Educational Psychology, 2017
Math achievement, math self-concept, and vocational interests are critical predictors of STEM careers and are closely linked to high school coursework. Young women are less likely to choose advanced math courses in high school, and encouraging young women to enroll in advanced math courses may therefore bring more women into STEM careers. We…
Descriptors: Mathematics Achievement, Equal Education, Self Concept, STEM Education
Bergold, Sebastian; Wendt, Heike; Kasper, Daniel; Steinmayr, Ricarda – Journal of Educational Psychology, 2017
The present study investigated (a) how a latent profile analysis based on representative data of N = 74,868 4th graders from 17 European countries would cluster the students on the basis of their reading, mathematics, and science achievement test scores; (b) whether there would be gender differences at various competency levels, especially among…
Descriptors: Academic Ability, Gender Differences, Disproportionate Representation, Profiles
Salchegger, Silvia – Journal of Educational Psychology, 2016
A large body of research has demonstrated a big-fish--little-pond effect (BFLPE) by showing that equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. Although the BFLPE generalizes across many countries, it varies significantly between countries. The reasons for this variation are still…
Descriptors: Academic Ability, Self Concept, Track System (Education), Selective Admission
Miller, David I.; Eagly, Alice H.; Linn, Marcia C. – Journal of Educational Psychology, 2015
In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from ~350,000 participants in 66…
Descriptors: Females, Science Education, Scientists, Career Choice
Marsh, Herbert W.; Abduljabbar, Adel Salah; Morin, Alexandre J. S.; Parker, Philip; Abdelfattah, Faisal; Nagengast, Benjamin; Abu-Hilal, Maher M. – Journal of Educational Psychology, 2015
Extensive support for the seemingly paradoxical negative effects of school- and class-average achievement on academic self-concept (ASC)-the big-fish-little-pond effect (BFLPE)--is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the…
Descriptors: Self Concept, Secondary School Students, Social Influences, Elementary School Students
Pahlke, Erin; Hyde, Janet Shibley; Mertz, Janet E. – Journal of Educational Psychology, 2013
Some U.S. school districts are experimenting with single-sex schooling, hoping that it will yield better academic outcomes for students. Empirical research on the effects of single-sex schooling, however, has been equivocal, with various studies finding benefits, disadvantages, or no effect. Most of this research is marred because families…
Descriptors: Academic Achievement, Science Achievement, Foreign Countries, Coeducation
Marsh, Herbert W.; Abduljabbar, Adel Salah; Abu-Hilal, Maher M.; Morin, Alexandre J. S.; Abdelfattah, Faisal; Leung, Kim Chau; Xu, Man K.; Nagengast, Benjamin; Parker, Philip – Journal of Educational Psychology, 2013
For the international Trends in International Mathematics and Science Study (TIMSS2007) math and science motivation scales (self-concept, positive affect, and value), we evaluated the psychometric properties (factor structure, method effects, gender differences, and convergent and discriminant validity) in 4 Arab-speaking countries (Saudi Arabia,…
Descriptors: Academic Achievement, Academic Aspiration, Validity, Foreign Countries
Trautwein, Ulrich; Marsh, Herbert W.; Nagengast, Benjamin; Ludtke, Oliver; Nagy, Gabriel; Jonkmann, Kathrin – Journal of Educational Psychology, 2012
In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy x Value in regression-type models typically plays no major role in educational psychology. The present study…
Descriptors: Predictor Variables, Educational Psychology, Structural Equation Models, Beliefs