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Ulrich Schroeders
Researcher at University of Kassel
Publications - 66
Citations - 1744
Ulrich Schroeders is an academic researcher from University of Kassel. The author has contributed to research in topics: Fluid and crystallized intelligence & Academic achievement. The author has an hindex of 20, co-authored 59 publications receiving 1245 citations. Previous affiliations of Ulrich Schroeders include University of Bamberg & Humboldt University of Berlin.
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Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes.
TL;DR: For instance, this article found that science self-concept was better predicted by the average peer achievement (Big-Fish-Little-Pond Effect), whereas science selfefficacy was more strongly affected by inquiry-based learning opportunities.
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Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆
TL;DR: In this article, the authors analyzed data from self-concept measures, grades and standardized achievement tests of 6036 German 10th graders across three science subjects (biology, chemistry, and physics) using structural equation modeling.
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Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains
TL;DR: In this paper, the authors examined the incremental effect of academic interest on achievement beyond general cognitive ability and students' background characteristics in five domains (math, German, biology, chemistry, and physics) and found a unique effect of interest over and above the other predictors across the five domains.
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TBS-TK Rezensionen Wechsler Intelligenztest für Erwachsene WIE. Deutschsprachige Bearbeitung und Adaptation des WAIS-III von David Wechsler
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Contrast and assimilation effects of dimensional comparisons in five subjects : An extension of the I/E Model
TL;DR: In this article, the authors extended the original I/E model with three science domains (biology, chemistry, and physics) using structural equation modeling, and analyzed the domain-specific self-concepts, grades, and test scores of a representative sample of 9th-grade students in Germany (N = 20,050) across 5 domains.