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Herbert W. Marsh

University of Western Sydney
University of Oxford
Australian Catholic University

727

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77342

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The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis

2021 Learning and Instruction
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Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?

2021 Journal of Educational Psychology
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School Belonging Predicts whether an Emerging Adult will be Not in Education, Employment, or Training (NEET) after School

2021
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Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

2021 Educational Psychology Review
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High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests.

2021 Journal of Educational Psychology
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The baby and the bathwater : on the need for substantive–methodological synergy in organizational research

2021
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Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

2021 Learning and Instruction
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Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study.

2021 Journal of Educational Psychology
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Investigating the Association between the Big Fish Little Pond Effect and Grading on a Curve: A Large-Scale Quasi-Experimental Study

2021 International Journal of Educational Research
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Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation

2021
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