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The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective
Jiesi Guo, Xin Tang, Herbert W. Marsh, Philip D. Parker, Geetanjali Basarkod, Baljinder Sahdra, Mette Ranta, Katariina Salmela-Aro
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 124, Nº. 5, 2023, págs. 1079-1110
A meta-analysis of the dark side of the American dream: Evidence for the universal wellness costs of prioritizing extrinsic over intrinsic goals.
Emma L. Bradshaw, James H. Conigrave, Ben A. Steward, Kelly A. Ferber, Philip D. Parker, Richard M. Ryan
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 124, Nº. 4, 2023, págs. 873-899
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Jiesi Guo, Xiang Hu, Andrew J. Elliot, Herbert W. Marsh, Kou Murayama, Geetanjali Basarkod, Philip D. Parker, Theresa Dicke
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 125, Nº. 2, 2023, págs. 397-420
Philip D. Parker, Kelly-Ann Allen, Rhiannon Parker, Jiesi Guo, Herbert W. Marsh, Geetanjali Basarkod, Theresa Dicke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 8, 2022, págs. 1881-1894
Baljinder Sahdra, Joseph Ciarrochi, Geetanjali Basarkod, Theresa Dicke, Jiesi Guo, Philip D. Parker, Herbert W. Marsh
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 3, 2022, págs. 622-636
Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study
Myrto F. Mavilidi, Herbert W. Marsh, Kate M. Xu, Philip D. Parker, Pauline W. Jansen, Fred Paas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 308-325
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?
Theresa Dicke, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Herbert W. Marsh, Mark Deady, Samuel B. Harvey, Philip Riley
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 426-441
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups
Satu Koivuhovi, Herbert W. Marsh, Theresa Dicke, Baljinder Sahdra, Jiesi Guo, Philip D. Parker, Mari-Pauliina Vainikainen
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 198-213
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion
Marcus Horwood, Herbert W. Marsh, Philip D. Parker, Philip Riley, Jiesi Guo, Theresa Dicke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 8, 2021, págs. 1668-1688
A configural approach to aspirations: The social breadth of aspiration profiles predicts well-being over and above the intrinsic and extrinsic aspirations that comprise the profiles
Emma L. Bradshaw, Baljinder Sahdra, Joseph Ciarrochi, Philip D. Parker, Tamás Martos, Richard M. Ryan
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 120, Nº. 1, 2021, págs. 226-256
Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes.
Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Christoph Niepel, Brooke Van Zanden
Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 121, Nº. 1, 2021, págs. 168-183
A systematic review of machine learning for assessment and feedback of treatment fidelity
Asghar Ahmadi, Michael Noetel, Melissa Schellekens, Philip D. Parker, Devan Antczak, Mark Beauchamp, Theresa Dicke, Carmel Diezmann, Anthony Maeder, Nikos Ntoumanis, Alexander Yeung, Chris Lonsdale
Psychosocial Intervention, ISSN 1132-0559, Vol. 30, Nº. 3, 2021, págs. 139-153
Self-determination theory applied to physical education: A systematic review and meta-analysis
Diego Vasconcellos, Philip D. Parker, Toni Hilland, Renata Cinelli, Katherine B. Owen, Nathanial Kapsal, Jane Lee, Devan Antczak, Nikos Ntoumanis, Richard M. Ryan, Chris Lonsdale
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 7, 2020, págs. 1444-1469
Job satisfaction of teachers and their principals in relation to climate and student achievement
Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Philip Riley, Julia Waldeyer
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 5, 2020, págs. 1061-1073
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, A. Katrin Arens
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 2, 2019, págs. 331-353
The negative year in school effect: Extending scope and strengthening causal claims
Philip D. Parker, Herbert W. Marsh, Felix Thoemmes, Nicholas Biddle
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 1, 2019, págs. 118-130
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.
Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Reinhard Pekrun, Jiesi Guo, Ioulia Televantou
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 8, 2018, págs. 1112-1126
Philip D. Parker, Herbert W. Marsh, Jiesi Guo, Jake Anders, Nikki Shure, Theresa Dicke
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 3, 2018, págs. 445-463
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores
Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, Stephanie Lichtenfeld
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 3, 2017, págs. 425-438
Alexandre J.S. Morin, John P Meyer, Émilie Bélanger, Jean-Sébastien Boudrias, Marylène Gagné, Philip D. Parker
Human Relations, ISSN-e 1741-282X, Vol. 69, Nº. 3, 2016, págs. 839-867
Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between present-moment awareness and stress responses
James N. Donald, Paul W.B. Atkins, Philip D. Parker, Alison M. Christie, Richard M. Ryan
Journal of Research in Personality, ISSN-e 1095-7251, Vol. 65, Nº. 0, 2016, págs. 30-37
If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school
Philip D. Parker, Herbert W. Marsh, Alexandre J.S. Morin, Marjorie Seaton, Brooke Van Zanden
British journal of educational psychology, ISSN 0007-0998, Nº. 2, 2015, págs. 172-191
Hope, Friends, and Subjective Well-Being: A Social Network Approach to Peer Group Contextual Effects
Philip D. Parker, Joseph Ciarrochi, Patrick C.L. Heaven, Sarah Marshall, Baljinder Sahdra, Noona Kiuru
Child development, ISSN 0009-3920, Vol. 86, Nº. 2, 2015, págs. 642-650
Marjorie Seaton, Herbert W. Marsh, Philip D. Parker, Rhonda G. Craven, Alexander Seeshing Yeung
Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 59, Nº 3, 2015, págs. 143-156
The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries
Herbert W. Marsh, Adel S. Abduljabbar, Alexandre J.S. Morin, Philip D. Parker, Faisal A. Abdelfattah, Benjamin Nagengast, Maher M. Abu-Hilal
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 1, 2015, págs. 258-271
Is Self-Esteem a Cause or Consequence of Social Support? A 4-Year Longitudinal Study
Sarah L. Marshall, Philip D. Parker, Joseph Ciarrochi, Patrick C.L. Heaven
Child development, ISSN 0009-3920, Vol. 85, Nº. 3, 2014, págs. 1275-1291
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
Theresa Dicke, Philip D. Parker, Herbert W. Marsh, Mareike Kunter, Annett Schmeck, Detlev Leutner
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 569-583
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