Olaf Köller

TL;DR: The positive effects of academic self- Concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature are demonstrated.

TL;DR: In this paper, the authors investigated the relationship between academic interest and achievement in mathematics and found that highly interested students were more likely to choose an advanced course, whereas low achievers expressed more interest than high achievers.

TL;DR: In this paper, the effects of two classroom climate variables and one classroom contextual variable on two L1 student-level outcomes for 2261 students in 128 classes were investigated. But the authors focus on important conceptual issues (distinctions between climate and contextual variables; use of classroom L2 rather than student-Level L1 measures) and more appropriate multilevel models.

TL;DR: In this paper, the authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of "assimilation" and "contrast" effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status-systematic tracking as a function of school type.

TL;DR: In this paper, a meta-analysis of 69 data sets (N = 125,308) was carried out on studies that simultaneously evaluate the effects of math and verbal achievements on self-concepts.