Items where Author is "Guo, Jiesi"

Article

Marsh, Herbert W and Pekrun, Reinhard and Dicke, Theresa and Guo, Jiesi and Parker, Philip D and Basarkod, Geetanjali (2023) Disentangling the Long-term Positive Effects of School-Average SES and Negative Effects of School-Average Achievement: A Substantive-Methodological Synergy. Educational Psychology Review, 35 (3). DOI https://doi.org/10.1007/s10648-023-09726-4

Basarkod, Geetanjali and Marsh, Herbert W and Guo, Jiesi and Parker, Philip D and Dicke, Theresa and Pekrun, Reinhard (2023) The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries. Learning and Instruction, 85. p. 101733. DOI https://doi.org/10.1016/j.learninstruc.2023.101733

Marsh, Herbert W and Lüdtke, Oliver and Pekrun, Reinhard and Parker, Philip D and Murayama, Kou and Guo, Jiesi and Basarkod, Geetanjali and Dicke, Theresa and Donald, James N and Morin, Alexandre JS (2023) School Leaders’ Self-Efficacy and Job Satisfaction Over Nine Annual Waves: A Substantive-Methodological Synergy Juxtaposing Competing Models of Directional Ordering. Contemporary Educational Psychology, 73. p. 102170. DOI https://doi.org/10.1016/j.cedpsych.2023.102170

Niepel, Christoph and Marsh, Herbert W and Guo, Jiesi and Pekrun, Reinhard and Möller, Jens (2022) Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study. Journal of Educational Psychology, 114 (6). pp. 1380-1393. DOI https://doi.org/10.1037/edu0000716

Guo, Jiesi and Hu, Xiang and Marsh, Herbert W and Pekrun, Reinhard (2022) Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies. Journal of Educational Psychology, 114 (4). pp. 734-751. DOI https://doi.org/10.1037/edu0000660

Marsh, Herbert W and Pekrun, Reinhard and Parker, Philip D and Murayama, Kou and Guo, Jiesi and Dicke, Theresa and Arens, A Katrin (2019) The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111 (2). pp. 331-353. DOI https://doi.org/10.1037/edu0000281