| 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 | 2050 | 2006 |
| Academic self-concept: Beyond the dustbowl HW Marsh, R Craven Handbook of classroom assessment, 131-198, 1996 | 799 | 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 | 741 | 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 | 726 | 1991 |
| 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 | 645 | 1995 |
| 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 | 635 | 1998 |
| 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 | 615 | 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 | 545 | 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 | 506 | 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 | 397 | 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 | 384 | 2020 |
| 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 | 352 | 2008 |
| 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 | 310 | 2011 |
| 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 | 301 | 2009 |
| 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 | 288 | 2017 |
| 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 | 279 | 2011 |
| 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 | 275 | 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 | 259 | 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 | 244 | 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 | 219 | 2003 |
Herbert W. MarshDistinguished Professor, Australian Catholic University; Oxford UniversityBestätigte E-Mail-Adresse bei acu.edu.au