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1. The Moderating Effect of a Fixed Mindset in Dimensional Comparison Effects.

2. The Role of Comparative Processes in Shaping the Effects of Between-Class Ability Grouping on Students' Math Ability Self-Concept.

3. Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology.

4. The System of Academic Task Values: The Development of Cross-Domain Comparisons of Values and College Major Choice

5. Dimensional comparisons in the formation of faculty members' research and teaching self-concepts?

6. A longitudinal experiment examining the joint effects of social, dimensional, and temporal comparisons on self- and external assessments of students' abilities.

7. Modeling Social, Dimensional, and Temporal Comparisons in Self-Concept Development With the Random Intercept Cross-Lagged Panel Model: A Methodological-Substantive Integration.

8. Are students' math and verbal motivational beliefs malleable? The role of praise in dimensional comparisons.

9. An Individual Participant Data Meta-analysis of the Joint Effects of Social, Dimensional, and Temporal Comparisons on Students' Academic Self-Concepts.

10. Teachers' and students' perceptions of students' ability and importance value in math and reading: A latent difference score analysis of intra-individual cross-domain differences.

11. The Reciprocal 2I/E Model: An Investigation of Mutual Relations Between Achievement and Self-Concept Levels and Changes in the Math and Verbal Domain Across Three Countries.

12. "Where will I belong more?": The role of belonging comparisons between STEM fields in high school girls' STEM interest.

13. When Do Students Begin to Think That One Has to Be Either a "Math Person" or a "Language Person"? A Meta-Analytic Review.

14. Measuring Comparison Effects: A Critical View on the Internal/External Frame of Reference Model.

15. Moderators of Dimensional Comparison Effects: A Comprehensive Replication Study Putting Prior Findings on Five Moderators to the Test and Going Beyond.

16. Social, Dimensional, and Temporal Comparisons by Students and Parents: An Investigation of the 2I/E Model at the Transition From Elementary to Junior High School.

17. Social and Dimensional Comparisons in the Formation of German Students' Language Self-Concepts.

18. Are Dimensional Comparisons Performed Unconsciously? An Investigation of the Internal/External Frame of Reference Model Using Implicit Self-Concepts.

19. The system of academic task values: The development of cross-domain comparisons of values and college major choice

20. Dimensionale Vergleiche im Studium? Ein generalisiertes I/E-Modell zur Ausbildung fachbezogener Selbstkonzepte im Studium der Psychologie.

21. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries

22. Effects of achievement differences for internal/external frame of reference model investigations: A test of robustness of findings over diverse student samples.

23. 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.

24. Effects of dimensional comparisons on domain-specific interests in initial teacher education: A validation of the generalized I/E model.

25. Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value.

26. 'Where will I belong more?': The role of belonging comparisons between STEM fields in high school girls’ STEM interest

27. The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds

28. Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains.

29. How teachers perceive their expertise: The role of dimensional and social comparisons.

30. Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept.

31. Assimilation and contrast effects in the formation of problem-solving self-concept.

32. The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds

33. The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade children.

34. Dimensional comparisons in students' perceptions of the learning environment.

35. ARE STUDENTS' MATH AND VERBAL BELIEFS MALLEABLE? THE ROLES OF THEORIES OF INTELLIGENCE AND PRAISE

36. Impact of social and dimensional comparisons on student's mathematical and English subject-interest at the beginning of secondary school.

37. The Reciprocal Internal/External Frame of Reference Model: An Integration of Models of Relations Between Academic Achievement and Self-Concept.

38. On the Benefit of Dimensional Comparisons.

39. Social, dimensional, and temporal comparisons by students and parents : An investigation of the 2i/e model at the transition from elementary to junior high school

40. The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds.

43. Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains

44. Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

45. Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

46. Akademische Selbstkonzepte in den naturwissenschaftlichen Fächern

47. Akademische Selbstkonzepte in den naturwissenschaftlichen Fächern

48. Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

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