Re‐examining the reciprocal effects model of self‐concept, self‐efficacy, and academic achievement in a comparison of the Cross‐Lagged Panel and Random‐Intercept Cross‐Lagged Panel frameworks-Reference-Cited by-同舟云学术

Re‐examining the reciprocal effects model of self‐concept, self‐efficacy, and academic achievement in a comparison of the Cross‐Lagged Panel and Random‐Intercept Cross‐Lagged Panel frameworks

Published:2019-01-17 Issue:1 Volume:90 Page:77-91
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Br J Educ Psychol

Author:

Burns Richard A.¹^ORCID,Crisp Dimity A.²^ORCID,Burns Robert B.³

Affiliation:

1. Centre for Research on Ageing, Health and Wellbeing Research School of Population Health The Australian National University Canberra Australian Capital Territory Australia

2. Centre for Applied Psychology Faculty of Health University of Canberra Australian Capital Territory Australia

3. Department of Education University of Sunshine Coast Sippy Downs Queensland Australia

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12265

Reference31 articles.

1. Construct validity of self-concept in TIMSS’s student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders

2. Differentiation of competence and affect self-perceptions in elementary school students: extending empirical evidence

3. Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender