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Direct linkKoivuhovi, Satu; Marsh, Herbert W.; Dicke, Theresa; Sahdra, Baljinder; Guo, Jiesi; Parker, Philip D.; Vainikainen, Mari-Pauliina – Journal of Educational Psychology, 2022
How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer…
Descriptors: Self Concept, Peer Influence, Elementary School Students, Student Attitudes
Parker, Philip D.; Trautwein, Ulrich; Marsh, Herbert W.; Basarkod, Geetanjali; Dicke, Theresa – Developmental Psychology, 2020
Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school…
Descriptors: Self Concept, High School Students, College Students, Student Adjustment
Guo, Jiesi; Parker, Philip D.; Marsh, Herbert W.; Morin, Alexandre J. S. – Developmental Psychology, 2015
Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes…
Descriptors: Foreign Countries, STEM Education, Expectation, Academic Achievement
Marsh, Herbert W.; Pekrun, Reinhard; Parker, Philip D.; Murayama, Kou; Guo, Jiesi; Dicke, Theresa; Lichtenfeld, Stephanie – Journal of Educational Psychology, 2017
Consistently with a priori predictions, school retention (repeating a year in school) had largely positive effects for a diverse range of 10 outcomes (e.g., math self-concept, self-efficacy, anxiety, relations with teachers, parents and peers, school grades, and standardized achievement test scores). The design, based on a large, representative…
Descriptors: Grade Repetition, Self Concept, Self Efficacy, Anxiety
Duineveld, Jasper J.; Parker, Philip D.; Ryan, Richard M.; Ciarrochi, Joseph; Salmela-Aro, Katariina – Developmental Psychology, 2017
To what extent does maternal and paternal autonomy support enhance well-being across the major transitions of high school? We tested the degree to which perceived autonomy supportive parenting facilitated positive changes in self-esteem and life satisfaction and buffered against negative changes in depressive symptoms and school related burnout in…
Descriptors: Correlation, Well Being, Self Esteem, Personal Autonomy
Parker, Philip D.; Schoon, Ingrid; Tsai, Yi-Miau; Nagy, Gabriel; Trautwein, Ulrich; Eccles, Jacquelynne S. – Developmental Psychology, 2012
In this article, the authors develop and test a differential effects model of university entry versus major selection using a set of common predictors, including background factors (gender and socioeconomic status), academic achievement, and academic self-concept. The research used data from 2 large longitudinal databases from Germany (N = 5,048)…
Descriptors: Academic Achievement, Foreign Countries, Socioeconomic Status, Socioeconomic Background
