Rhonda G. Craven
Rhonda G. Craven
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Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives
HW Marsh, RG Craven
Perspectives on psychological science 1 (2), 133-163, 2006
Academic self-concept: Beyond the dustbowl
HW Marsh, R Craven
Handbook of classroom assessment, 131-198, 1996
Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis
AJ O'Mara, HW Marsh, RG Craven, RL Debus
Educational Psychologist 41 (3), 181-206, 2006
Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure.
HW Marsh, RG Craven, R Debus
Journal of educational Psychology 83 (3), 377, 1991
Structure, stability, and development of young children's self‐concepts: A multicohort–multioccasion study
HW Marsh, R Craven, R Debus
Child development 69 (4), 1030-1053, 1998
The effects of gifted and talented programs on academic self-concept: The big fish strikes again
HW Marsh, D Chessor, R Craven, L Roche
American educational research journal 32 (2), 285-319, 1995
The big-fish–little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research
HW Marsh, M Seaton, U Trautwein, O Lüdtke, KT Hau, AJ O’Mara, ...
Educational psychology review 20, 319-350, 2008
How do preschool children feel about themselves? Unraveling measurement and multidimensional self-concept structure.
HW Marsh, LA Ellis, RG Craven
Developmental psychology 38 (3), 376, 2002
Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept.
RG Craven, HW Marsh, RL Debus
Journal of educational psychology 83 (1), 17, 1991
Causal modeling of self-concept, job satisfaction, and retention of nurses
LS Cowin, M Johnson, RG Craven, HW Marsh
International journal of nursing studies 45 (10), 1449-1459, 2008
The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists
RG Craven, HW Marsh
Educational and Child Psychology 25 (2), 104-118, 2008
Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony
HW Marsh, J Guo, T Dicke, PD Parker, RG Craven
Multivariate behavioral research 55 (1), 102-119, 2020
Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries.
M Seaton, HW Marsh, RG Craven
Journal of Educational Psychology 101 (2), 403, 2009
Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling.
HW Marsh, B Nagengast, AJS Morin, RH Parada, RG Craven, ...
Journal of Educational Psychology 103 (3), 701, 2011
The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components.
AK Arens, AS Yeung, RG Craven, M Hasselhorn
Journal of Educational Psychology 103 (4), 970, 2011
The reciprocal relations between self-concept, motivation and achievement: Juxtaposing academic self-concept and achievement goal orientations for mathematics success
M Seaton, P Parker, HW Marsh, RG Craven, AS Yeung
Noncognitive psychological processes and academic achievement, 59-82, 2017
Big-fish-little-pond effect: Generalizability and moderation—Two sides of the same coin
M Seaton, HW Marsh, RG Craven
American educational research journal 47 (2), 390-433, 2010
Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective
HW Marsh, R Craven, R Debus
Merrill-Palmer Quarterly (1982-), 567-601, 1999
The Pivotal Role of Frames of Reference in Academic Self-Concept Formation: The" Big Fish-Little Pond" Effect.
HW Marsh, RG Craven
Information Age Publishing, Inc., 80 Mason Street, Greenwich, CT 06830, 2002
Evaluation of the Big-Two-Factor Theory of academic motivation orientations: An evaluation of jingle-jangle fallacies
HW Marsh, RG Craven, JW Hinkley, RL Debus
Multivariate Behavioral Research 38 (2), 189-224, 2003
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