Jiesi Guo

TL;DR: The research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors by using the Copenhagen Psychosocial Questionnaire (COPSOQ-II) to evaluate factor structure and longitudinal, discriminant, and convergent validity.

TL;DR: The authors examined the contribution of self-concept and task values on educational outcomes using the latent moderated structural equation approach to predict achievement, self-reported effort and teacher-rated behavioral engagement in mathematics.

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: The results suggest that both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study andGender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement.

TL;DR: Alignment augmented by AwC provides applied researchers from diverse disciplines considerable flexibility to address substantively important issues when the traditional CFA-MI scalar model does not fit the data.