Search results for author:"Herbert W. Marsh"
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Multiple Dimensions of University Teacher Self-Concept: Construct Validation and the Influence of Students' Evaluations of Teaching
Instructional Science: An International Journal of the Learning Sciences Vol. 28, No. 5 (2000) pp. 439–68
Discusses teachers' self-perceptions of their teaching effectiveness in higher education. Topics include self-concept; student evaluations of teaching effectiveness (SETs); a multidimensional university teacher self-concept instrument and an...
Effects of Metacognitive Strategy Training within a Cooperative Group Learning Context on Computer Achievement and Anxiety: An Aptitude-Treatment Interaction Study
Journal of Educational Psychology Vol. 89, No. 4 (1997) pp. 686–95
Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of...
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Learning and Instruction Vol. 58, No. 1 (December 2018) pp. 210–219
Previous cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school...
The dimensional structure of students’ self-concept and interest in science depends on course composition
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 20–28
Both academic self-concept and interest are considered domain-specific constructs. Previous research has not yet explored how the composition of the courses affects the domain-specificity of these constructs. Using data from a large-scale study in...
The Designing of CALM (Computer Anxiety and Learning Measure): Validation of a Multidimensional Measure of Anxiety and Cognitions Relating to Adult Learning of Computing Skills Using Structural Equation Modeling
Annual Meeting of the American Educational Research Association 1998 (April 1998)
This paper discusses the process through which a powerful multidimensional measure of affect and cognition in relation to adult learning of computing skills was derived from its early theoretical stages to its validation using structural equation...
The Designing of the Computer Anxiety and Learning Measure (CALM): Validation of Scores on a Multidimensional Measure of Anxiety and Cognitions Relating to Adult Learning of Computing Skills Using Structural Equation Modeling
Educational and Psychological Measurement Vol. 59, No. 3 (1999) pp. 451–70
Developed a multidimensional measure of affect and cognition in relation to adult learning of computing skills, the Computer Anxiety and Learning Measure (CALM). Results from 794 Australian undergraduates support the validity and reliability of the...
Differential school contextual effects for math and English: Integrating the big-fish-little-pond effect and the internal/external frame of reference
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 78–89
The internal/external frame of reference and the big-fish-little-pond effect are two major models of academic self-concept formation which have considerable theoretical and empirical support. Integrating the domain specific and compensatory...
Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 52, No. 1 (November 2015) pp. 11–23
This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English...
How well do parents know their adolescent children? Parent inferences of student self-concepts reflect dimensional comparison processes
Brooke Van Zanden; Herbert W. Marsh; Marjorie Seaton; Philip D. Parker; Jiesi Guo; Jasper J. Duineveld
Learning and Instruction Vol. 47, No. 1 (February 2017) pp. 25–32
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains. There is strong support for the I/E model based on student self-ratings, however, reviews of...
Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains
Herbert W. Marsh; Oliver Lüdtke; Benjamin Nagengast; Ulrich Trautwein; Adel Salah Abduljabbar; Faisal Abdelfattah; Malte Jansen
Learning and Instruction Vol. 35, No. 1 (February 2015) pp. 16–32
The internal/external frame of reference (I/E) model posits paradoxical relations between achievement and self-concept in mathematics and verbal domains, in which achievement in each domain has a positive effect on self-concept in the matching...
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 81–91
Based on TIMSS data (18,047 Grade 8 students from the four OECD countries that collected data for multiple science domains), this study integrated dimensional comparison theory and expectancy-value theory and tested predictions about how self...
Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 50–66
We offer new theoretical, substantive, statistical, design, and methodological insights into the seemingly paradoxical negative effects of school- and class-average achievement (ACH) on academic self-concept (ASC)—the big-fish-little-pond-effect ...