Publications

PLEASE ALSO SEE THE SELF RESEARCH GROUP'S WEBSITE AT www.self.ox.ac.uk

Publications 2005-in press

Journal Articles

2008 and "in press"

Ginns P., Marsh H.W., Behnia M., Cheng J., Scalas L.F. (in press). Quality assurance of research degrees: the Student Research Experience Questionnaire. British Journal of Educational Psychology

Scalas L.F., Marsh, H.W. (2008). A stronger latent-variable methodology to actual-ideal discrepancy. European Journal of Personality, 22, 629-654. doi 10.1002/per.694.

2007 and “in press”

Cheng, J. (2007). Conference Report: The Self-Concept Enhancement and Learning Facilitation (SELF) Centre Conference, Ann Arbor, Michigan, 23-26 July, 2006. Sport and Exercise Psychology Review, 3(2), 60-62

Green, J., Martin, A.J., & Marsh, H.W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17, 269-279.

Guay, F., Marsh, H. W., Senécal, C., Dowson, M. (in press). Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence-early adulthood period: Reciprocal or unidirectional effects? British Journal of Educational Psychology.

Leach, P., Barnes, J., Malmberg, L-E., Sylva, K., Stein, A., & FCCC (in press). The quality of different types of child care at 10 and 18 months: a comparison between types and factors related to quality. Early Child Development and Care. 

Malmberg, L-E., Stein, A., West, A., Lewis, S., Barnes, J., Leach, P., Sylva, K., & FCCC (2007). Parent-infant interaction: a growth model approach. Infant Behavior and Development, 30, 615-630.

Malmberg, L-E., & Little, T. D. (2007). Profiles of ability, effort, and difficulty: relationships with worldviews, motivation and adjustment. Learning and Instruction, 17, 739-754.

Malmberg, L-E., Wanner, B., & Little, T. D. (in press). Age and school-type differences in children’s beliefs about school performance. International Journal of Behavioral Development, 00, 000-000. (status: accepted for publication).

Marsh, H. W. (2007). Do university teachers become more effective with experience? A multilevel growth model of students’ evaluations of teaching over 13 years. Journal of Educational Psychology, 99 775-790.

Marsh, H. W. (In press). The elusive importance effect: More failure for the Jamesian perspective on the importance of importance in shaping self-esteem. Journal of Personality.

Marsh, H. W., Gerlach, E., Trautwein, U., Lüdtke, U., & Brettschneider, W-D. (2007). Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal Ordering. Child Development, 78, 1640-1656.

Marsh, H. W., & Hau, K-T. (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, 32, 151-171.

Marsh, H. W., Jayasinghe, U. W., & Bond, N. (2007). The peer review process: Assessments by applicant-nominated referees are biased, inflated, unreliable and invalid. Australian Psychologist. Australian Psychologist, 42, 33 – 38.

Marsh, H. W., Jayasinghe, U. W., & Bond, N. (in press). Improving the peer-review process for grant applications: Reliability, validity and generalization. American Psychologist.

Marsh, H. W., Hau, K. T., Sung, R. Y. T., Yu, C. W. (2007) Childhood obesity, gender, actual-ideal body image discrepancies, and physical self-concept in Hong Kong children. Developmental Psychology. 43(3) 647-662.

Marsh, H. W., Martin, A., & Cheng, J. (in press). A Multilevel        
          Perspective on Gender in Classroom Motivation and                   Climate: Potential Benefits of Male Teachers for Boys                   Journal of Educational Psychology.

Marsh, H. W., & O'Mara, A. (in press). Reciprocal effects between           academic self-concept, self-esteem, achievement and               attainment over seven adolescent years: Unidimensional           and multidimensional perspectives of self-concept.                   Personality and Social Psychology Bulletin.

Marsh, H. W., & O'Mara, A. J. (2007). Have researchers underestimated the big-fish-little-pond-effect? Long-term total negative effects of school-average ability on diverse educational outcomes. Unpublished manuscript submitted for publication.

Marsh, H. W., Trautwein, U., Ludtke, O., Baumert, J. & Köller, O. (2007). Big fish little pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal.

Marsh, H. W., Trautwein, U., Ludtke, O. & Köller, O. (in press). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology.

Marsh, H. W., Wen, Z., Hau, K-T, Little, T. D. Bovaird, J. A. & Widaman, K. F. (in press). Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches. Structural Equation Modelling,4,570-580.

Martin, A.J., & Marsh, H.W. (in press,). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology.

Martin, A.J., Marsh, H.W., McInerney, D.M., & Green, J. (in press). Getting along with teachers and parents: The yields of good relationships for students’ achievement motivation and self-esteem. Australian Journal of Guidance and Counselling.

O’Mara, A. J. & Marsh, H. W. (2007). Big-Fish-Little-Pond effect: The negative effects of academically selective schools. The Psychology of Education Review, 31, 2-7.

Scalas L.F., & Meleddu M. (2007). Rapporto tra domini specifici e globali nella spiegazione dell’autostima. Annali della Facoltà di Scienze della Formazione dell’Università di Cagliari. [Relationship between specific and global domains in the explanation of self-esteem].

Seaton, M., Marsh; H., Dumas; F., Huguet, P., Monteil, J-M, Regner, I., Blanton, H., Buunk, B. P., Gibbons, F. X. Kuyper, H., Wheeler, & L. Suls, J. (in press). In search of the big fish: Investigating the coexistance of the big-fish-little-pond effect with the positive effects of upward comparison. British Journal of Social Psychology.

Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E & FCCC (2007). Family and child factors related to the use of infant care: an English study. Early Childhood Research Quarterly, 22, 118-136.

2006

Barnes, J., Leach, P., Sylva, K., Stein, A., Malmberg L-E, & FCCC (2006). Infant child care: mothers' aspirations, actual experiences and the predictors of their satisfaction and confidence in communication with caregivers. Early Child Development and Care, 176, 553-573.

Cowin LS, Craven RG, Johnson M, & Marsh HW (2006). A longitudinal study of student and experienced nurses' self-concept. Collegian (Royal College of Nursing, Australia), 13, 25-31.

Green, J., Nelson, J., Martin, A. J., Marsh H. W. (2006). The causal ordering of self-concept and academic motivation and its effect on academic achievement. International Education Journal, 7(4), 534-546.

Jayasinghe, U. W., Marsh, H. W. & Bond, N. (2006). A new reader trial approach to peer review in funding research grants: An Australian experiment. Scientometrics, 69, 591-606.

Leach, P., Barnes, J., Nichols, M., Goldin, J., Stein, A., Sylva, K., Malmberg, L-E., & FCCC (2006). Child care before 6 months of age: a qualitative study of mothers' decisions and feelings about employment and non-maternal child care. Infant and Child Development, 15, 471-502.

Malmberg, L-E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Journal of Teaching and Teacher Education, 22, 58-76.

Marsh, H. W., Bar-Eli, M., Zach, S., & Richards, G. E. (2006). Construct validation of Hebrew versions of three physical self-concept measures: An extended multitrait-multimethod analysis . Journal of Sport & Exercise Psychology, 28, 310-343.

Marsh, H. W. & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.

Marsh, H. W., Hau, K-T, Artelt, C., Baumert, J., Peschar, J. L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6, 311–360.

Marsh, H. W., Papaioannou, A., Martin, A. J., & Theodorakis, Y. (2006). Motivational Constructs in Greek Physical Education Classes: Factor Structure, Gender, and Age Effects in a Nationally Representative Longitudinal Sample. International Journal of Sport and Exercise Psychology, 4, 121-148.

Marsh, H.W., Papaioannou, A., Theodorakis, Y. (2006). Causal ordering of physical self-concept and exercise behavior: Reciprocal effects model and the influence of physical education teachers. Health Psychology, 25, 316-328.

Marsh, H. W., Tracey, D. K., Craven, R. G. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-mimic approach to factorial invariance and latent mean differences. Educational and Psychological Measurement, 66, 795-818.

Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2006) Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74, 403-455.

Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267-281.

Martin, A. J., Tipler, D. V., Marsh, H. W., Richards, G. E., & Williams, M. R. (2006). Assessing multidimensional physical activity motivation: A construct validity study of high school students. Journal of Sport & Exercise Psychology, 28(2), 171-192.

Nelson, G., O'Mara, A. J., McInerney, D., & Dowson, M. (2006). Motivation, learning processes and achievement in cross-cultural settings: An examination of Australian and Papua New Guinean students. International Education Journal, 7(4), 400-409.

O’Mara, A. J., Green, J., Marsh H. W. (2006). Administering self-concept interventions in schools: No training necessary? A meta-analysis. International Education Journal, 7(4), 524-533.

O’Mara, A. J., Marsh H. W., Craven, R. G., & Debus, R. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist, 41, 181–206.

Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O. & Baumert, J. (2006). Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics. Journal of Educational Psychology, 98, 788-806.

2005

Barnes, G., McInerney, D., & Marsh, H. W. (2005). Exploring sex differences in science enrolments: An application of the general model of academic choice. Australian Educational Researcher, 32, 1-24.

Chanal, J. P., Marsh, H. W., Sarrazin, P. G. & Bois, J. E. (2005). The big-fish-little-pond effect on gymnastics self-concept: Generalizability of social comparison effects to a physical setting. Journal of Sport and Exercise Psychology, 27, 53-70.

Cianchetti C., Corona S., Foscoliano M., Scalas F., Sannio-Fancello G. (2005). Modified Wisconsin Card Sorting Test: proposal of a supplementary scoring method. Archives of Clinical Neuropsychology, 20(4), 555-558.

Klomsten, A.T., Marsh, H. W., Skaalvik, E.M. (2005). Adolescents' perceptions of masculine and feminine values in sport and physical education: A study of gender differences. Sex Roles, 52 (9-10), 625-636.

Lüdtke, O., Köller, O., Marsh, H. W. & Trautwein, U. (2005). Teacher frame of reference and the big-fish-little-pond effect. Contemporary Educational Psychology, 30, 263-285.

Malmberg, L-E., Ehrman, J., & Lithén, T. (2005). Adolescents’ and parents’ future beliefs. Journal of Adolescence, 28, 709-723.

Marsh, H. W. (2005). Big fish little pond effect on academic self-concept. German Journal of Educational Psychology, 19, 119-128.

Marsh, H. W. (2005). Big fish little pond effect on academic self-concept: A reply to responses. German Journal of Educational Psychology, 19, 141-144.

Marsh, H. W., Ellis, L., Parada, L., Richards, G. & Heubeck, B. G. (2005). A short version of the Self Description Questionnaire II: Operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychological Assessment, 17, 81-102.

Marsh, H. W. & Kleitman, S. (2005). Consequences of employment during high school: Character building, subversion of academic goals, or a threshold. American Educational Research Journal, 42, 331-369.

Marsh, H. W., & Perry, C. (2005). Does a positive self-concept contribute to winning gold medals in elite swimming? The causal ordering of elite athlete self-concept and championship performances. Journal of Sport and Exercise Psychology, 27, 71-91.

Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2005) Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 297-416.

Martin, A.J., & Marsh, H.W. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49, 320-334.

Edited Books

Marsh, H. W. (2007).Self-concept theory, measurement and research into practice: The role of self-concept in educational psychology. Leicester, UK: British Psychological Society.

Marsh, H. W., Craven, R. G., & McInerney, D. (Eds.). (in press). Self-Processes, Learning, and Enabling Human Potential: Dynamic New Approaches. International Advances in Self Research (Vol. 3). Information Age Press: Greenwich, CT.

Marsh, H. W., Craven, R. G., & McInerney, D. (Eds.). (2005). International Advances in Self Research (Vol. 2). Information Age Press: Greenwich, CT.

Chapters in Edited Books

2007 and “in press”

Marsh, H. W. (2007). Application of confirmatory factor analysis and structural equation modeling in sport/exercise psychology. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 774 - 798). New York: Wiley.

Marsh, H. W. (In press). A multidimensional, hierarchical model of self-concept: An important facet of personality. In G. J. Boyle (ed.). Handbook of Personality. Sage: London.

Marsh, H. W. (2007). Self-concept in Sport. In D. Lavallee & S. Jowett (Eds.) Social Psychology in Sport (pp. 774 – 798). Champaign, IL: Human Kinetics.

Marsh, H. W. (2007). Students' evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J C. Smart (Ed.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp.319-384). New York: Springer.

Marsh, H.W., Martin, A. J. & Cheng, J. (in press). How we judge ourselves from different perspectives: Contextual influences on self-concept formation. In M. L. Maehr, S. Karabenick & T. Urdan (Eds.). Advances in Motivation and Achievement (Vol. 15). New York: Elsevier.

Marsh, H.W., & O’Mara, A. (in press). Self-Concept is as multidisciplinary as it is multidimensional: A review of theory, measurement, and practice in self-concept cesearch. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International Advances in Self Research (Vol. 3). Greenwich, CT: Information Age.

Marsh, H.W., & Retalis, K. (in press). Academic self-concept. K. Littleton, C. Wood, J. K. Staarman (Eds.), Elsevier Handbook of Educational Psychology: New Perspectives on Learning and Teaching. New York: Elsevier

Marsh, H.W., Scalas L.F. (in press). Self-concept and learning: Reciprocal effects model between academic self-concept and academic achievement. To appear in B. McGaw, E. Baker, P. P. Peterson (Eds.) International Encyclopedia of Education, 3rd edition. Elsevier.

Martin, A.J., Marsh, H.W., & Cheng, J. (in press). Motivating boys at school: Differences between boys and girls, impact of teacher gender, and the role of good relationships. In Boy Culture: An Encyclopedia, Vozella, T. (Ed.). US.

McInerney, D. M., Marsh, H.W., & Craven, R. G., & (in press). Self-Processes, Learning, and Enabling Human Potential. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 3). Greenwich, CT: Information Age.

Parada, R., Craven, R. G., & Marsh, H.W. (in press). The beyond bullying secondary program: An innovative program empowering teachers to counteract bullying in schools. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 3, pp. xx-xx4). Greenwich, CT: Information Age.

Seaton, M., Craven, R. G., & Marsh, H.W. (in press). East Meets West: Investigating the Generalisability of the Big-Fish-Little-Pond Effect in Western and Non-Western Countries. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 3, pp. xx-xx). Greenwich, CT: Information Age.

2005-2006

Craven, R. G., & Marsh, H.W. (2005). Dreaming futures: An empirical analysis of Indigenous Australian students’ aspirations, self-concepts, and realities. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 2, pp. 195-210). Greenwich, CT: Information Age.

Hau, K. T., Sung, R. Y. T., Yu, C. W., Marsh, H.W., & Lau, P. W. C. (2005). Factorial Structures and Comparison between obese and nonobese Children in a Chinese context. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 2, pp. 257-280). Greenwich, CT: Information Age.

Marsh, H.W. & Craven, R. G. (2005). What comes first?: A reciprocal effects model of the mutually reinforcing effects of academic self-concept and achievement. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 2, pp. 15-52). Greenwich, CT: Information Age.

Marsh, H.W., Craven, R. G., & McInerney, D. M. (2005). The new frontier for self research. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.). International Advances in Self Research (Vol. 2, pp. 3-14). Greenwich, CT: Information Age.

Marsh, H. W., Craven, R. G., & Martin, A. (2006). What is the nature of self-esteem: Unidimensional and multidimensional perspectives. In M. Kernis (Ed). Self-esteem: Issues and Answers (pp. 16-25). Psychology Press, New York.

Marsh, H. W., Debus, R. & Bornholt, L. (2005). Validating Young Children's Self-concept Responses: Methodological Ways and means to understand their responses. In D. M. Teti (Ed.), Handbook of Research Methods in Developmental Science (pp. 138-160). Blackwell Publishers: Oxford, UK.

Marsh, H. W., Hau, K-T & Grayson, D. (2005). Goodness of Fit Evaluation in Structural Equation Modeling. In A. Maydeu-Olivares & J. McArdle (Eds.), Contemporary Psychometrics. A Festschrift for Roderick P. McDonald (pp. 275-340). Mahwah NJ: Erlbaum.

Marsh, H. W. & Kleitman, S. (2005). School Performance. In D. Levinson & K. Christenson (Eds.). Berkshire Encyclopedia of World Sport (Vol. 3, pp. 1328-1332). Great Barrington MA, Berkshire Publishing.

Marsh, H. W., Martin, A. J., & Hau, K-T. (2006). A Multiple Method Perspective on Self-concept Research in Educational Psychology: A Construct Validity Approach. In M. Eid & E. Diener (Eds.), Handbook of Multimethod Measurement in Psychology (pp. 441-456). American Psychological Association: Washington DC.

Marsh, H.W., Wen, Z., & Hau, K-T. (2006). Structural equation models of latent interaction and quadratic effects. In G. R. Hancock & R. O. Mueller (Eds.) Structural Equation Modeling: A Second Course (pp. 225-265). Greenwich, CT: Information Age.

Meleddu M., Scalas L.F. (2006). Personality and complex systems. An expanded view. In G. Minati, E. Pessa, M. Abram (Eds), Systemics of Emergence: Research and Development (pp. 193-206). Springer.

NB. See under Conferences for a list of conference publications