Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 5 |
Since 2005 (last 20 years) | 6 |
Descriptor
Author
Marsh, Herbert W. | 6 |
Parker, Philip D. | 6 |
Dicke, Theresa | 3 |
Guo, Jiesi | 2 |
Anders, Jake | 1 |
Biddle, Nicholas | 1 |
Jansen, Pauline W. | 1 |
Kunter, Mareike | 1 |
Leutner, Detlev | 1 |
Mavilidi, Myrto F. | 1 |
Morin, Alexandre J. S. | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Education Level
Secondary Education | 4 |
Elementary Education | 2 |
Higher Education | 2 |
Postsecondary Education | 2 |
Early Childhood Education | 1 |
Grade 1 | 1 |
Grade 3 | 1 |
Grade 5 | 1 |
High Schools | 1 |
Intermediate Grades | 1 |
Kindergarten | 1 |
More ▼ |
Audience
Location
Australia | 4 |
Germany | 2 |
Austria | 1 |
Canada | 1 |
Czech Republic | 1 |
Finland | 1 |
Hungary | 1 |
Iceland | 1 |
Netherlands | 1 |
Norway | 1 |
Slovakia | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Program for International… | 2 |
Early Childhood Longitudinal… | 1 |
Longitudinal Surveys of… | 1 |
What Works Clearinghouse Rating
Mavilidi, Myrto F.; Marsh, Herbert W.; Xu, Kate M.; Parker, Philip D.; Jansen, Pauline W.; Paas, Fred – Journal of Educational Psychology, 2022
The effects of school starting age and relative age effects (RAEs) have generated much interest from parents, teachers, policymakers, and educational researchers. Our 10-year longitudinal study is based on a nationally representative (N = 4,983) prospective sample from the Longitudinal Study of Australian Children. The primary outcomes are results…
Descriptors: Age, Age Differences, Academic Achievement, Elementary School Students
Parker, Philip D.; Marsh, Herbert W.; Thoemmes, Felix; Biddle, Nicholas – Journal of Educational Psychology, 2019
The Negative Year in School Effect (NYiSE) claims that grade-relative-to-age influences academic self-concept. Being young for your grade is associated with lower self-concept, whereas being old for your grade is associated with higher self-concept. We extend this research in several ways. First, we aim to improve causal claims for the NYiSE by…
Descriptors: Self Concept, Age Differences, Foreign Countries, Achievement Tests
Parker, Philip D.; Marsh, Herbert W.; Guo, Jiesi; Anders, Jake; Shure, Nikki; Dicke, Theresa – Journal of Educational Psychology, 2018
In this paper, we develop an information distortion model (IDM) of social class differences in self-beliefs and values. The IDM combines psychological biases on frame-of-reference effects with sociological foci on ability stratification. This combination is hypothesized to lead to working-class children having more positive math self-beliefs and…
Descriptors: Case Studies, Academic Aspiration, Social Class, Longitudinal Studies
Dicke, Theresa; Marsh, Herbert W.; Parker, Philip D.; Pekrun, Reinhard; Guo, Jiesi; Televantou, Ioulia – Journal of Educational Psychology, 2018
School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and…
Descriptors: Academic Achievement, Self Concept, Peer Influence, Children
Parker, Philip D.; Marsh, Herbert W.; Morin, Alexandre J. S.; Seaton, Marjorie; Van Zanden, Brooke – British Journal of Educational Psychology, 2015
Background: The 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). Aims: To our knowledge this assumption has not been tested. Testing this effect also provides a context for…
Descriptors: Foreign Countries, High School Students, Self Concept, English
Dicke, Theresa; Parker, Philip D.; Marsh, Herbert W.; Kunter, Mareike; Schmeck, Annett; Leutner, Detlev – Journal of Educational Psychology, 2014
While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and…
Descriptors: Self Efficacy, Classroom Techniques, Longitudinal Studies, Teacher Burnout