A. Katrin Arens

TL;DR: In this paper, two sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research are related to the fallible nature of indicators as perfect indicators of a single construct, and the hierarchical nature of the constructs being assessed.

TL;DR: In this paper, the authors extended the classic constructive dialogue/debate between self-concept and self-efficacy researchers regarding the distinctions between these two constructs, and demonstrated negative frame-of-reference effects in social (bigfish-little-pond effect) and dimensional (internal/external frame of reference effect) comparisons for three selfconcept-like constructs in each of the first four years of secondary school.

TL;DR: In this paper, the authors examined the relation between teachers' emotional exhaustion and educational outcomes among students, including cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes.

TL;DR: The authors examined the twofold multidimensionality of academic self-concept (i.e., its domain specificity and competence-affect distinction) by applying both within-network and between-network approaches to construct validation.

TL;DR: Results for all 3 theoretical models were consistent across the 5 secondary school years, which supports the prediction of developmental equilibrium and highlights the robustness of support over the potentially volatile early to middle adolescent period.