百晓学者学者目录

Herbert W. Marsh

University of Oxford; Australian Catholic University

Selected Publications

Journal Articles

  1. Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Reinhard Pekrun, Jiesi Guo, Geetanjali Basarkod, Ioulia Televantou, Ziwen Teuber (2026). Investigating the effects of class average achievement: attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept. Contemporary Educational Psychology, Vol. 84.DOI
  2. Michiko Sakaki, Kou Murayama, Anne C. Frenzel, Thomas Goetz, Herbert W. Marsh, Stephanie Lichtenfeld, Miriam Wuensch, Reinhard Pekrun (2026). Parents' Academic Expectations and Aspirations Predict Students' Achievement Emotions. Journal Of Educational Psychology, Vol. 1180, No. 1.DOI
  3. Jinran Wu, Herbert W. Marsh, Jiesi Guo, Johnmarshall Reeve, Reinhard Pekrun, Theresa Dicke, Hye-Ryen Jang, Geetanjali Basarkod (2026). Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions. Learning And Individual Differences, Vol. 125.DOI
  4. L. Scalas, M. Pedditzi, S. Cuccu, Daniela Fadda, Herbert W. Marsh (2026). Well-being in upper secondary school students: confirming a 15-factor structure and a class-allocated feasibility trial with practice guidance. Frontiers in Psychology.DOI
  5. Geetanjali Basarkod, L. Cahill, A. Burston, David Barnett, J. Mahoney, Shantell Griffith, G. Swaryandini, Emma L. Bradshaw, E. Devine, M. Akhtaruzzaman, Theresa Dicke, Matti Wilks, P. Slattery, Alexander K. Saeri, Emily A. C. Grundy, C. Lonsdale, Herbert W. Marsh, Suzanne K. Chambers, Michael Noetel (2026). Educational interventions are effective in improving students' ethical and moral outcomes: a systematic review and meta-analysis. Nature Human Behaviour.DOI
  6. Herbert W. Marsh (2026). Four Decades After the Big-Fish–Little-Pond Effect: Critical Boundary Tests and Integrative Models of Mean-Context, Ordinal-Standing, and Distributional-Scaling in 46 Countries. Educational Psychology Review.DOI
  7. Fernando Núñez-Regueiro, Helen M. G. Watt, Paul W. Richardson, Herbert W. Marsh, Reinhard Pekrun (2026). Professional learning supports teacher well-being through needs-supplies fit and control-value processes. Scientific Reports.DOI
  8. Fernando Núñez-Regueiro, Herbert W. Marsh, P. Bressoux, A. Batruch, M. Bouet, Marco Bressan, Genavee Brown, Fabrizio Butera, Anthony Cherbonnier, C. Darnon, Marie Demolliens, Anne-Laure de Place, O. Desrichard, Luc Goron, Brivael Hémon, Pascal Huguet, É. Jamet, Vincent Mazenod, Nathalie Mella, E. Michinov, Nicolas Michinov, Nana Ofosu, Laurine Peter, Céline Poletti, Isabelle Régner, Mathilde Riant, A. Robert, Ocyna Rudmann, Camille Sanrey, Arnaud Stanczak, F. Toumani, E. P. Visintin, P. Pansu (2026). I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds. Educational Psychology Review.DOI
  9. Thi L. Nguyen, Jiesi Guo, Christoph H. Klatzka, Ziwen Teuber, Theresa Dicke, Jinran Wu, Herbert W. Marsh (2026). Reciprocal development of depression and self-efficacy in adolescence: A longitudinal twin study. Journal of Affective Disorders.DOI
  10. Theresa Dicke, Kelly A. Ferber, E. Devine, Rebecca J. Collie, Helena Granziera, Philip D. Parker, Jie-Si Guo, Herbert W. Marsh, Ziwen Teuber, Emma L. Bradshaw, J. Conigrave, Chloe S. Gordon, T. Sanders, Lara Tribel, Hye-Ryen Jang, Julia Waldeyer, M. Noetel, Joel R. Anderson, Doris Holzberger, Janina Täschner, Rebecca Lazarides, J. Reeve, Tayla Kapelles, Dan-Ling Huang, E. Stenz, Rebecca Pagano, Kim Rowston, Ferdinand Stebner, Melanie Trypke, Hee-Ran Ko, Alison Jardine, Fani Lauermann, C. Lonsdale, Brittany Watson, Geetanjali Basarkod (2026). Association of Teacher Well-Being With Student Motivation and Achievement: A Systematic Review and Meta-Analysis. Educational Psychology Review.DOI
  11. Herbert W. Marsh, C. Knoester, Mathew Pfeiffer, John Hattie, Theresa Dicke, Jie-Si Guo, J. Reeve, Reinhard Pekrun, Oliver Lüdtke, D. Vasconcellos, Dan-Ling Huang (2026). Measuring teaching effectiveness in secondary schools: Multitrait–multimethod analyses of student–teacher agreement across 15 teaching effectiveness factors and student growth. Journal of Educational Psychology.DOI
  12. Hye-Ryen Jang, J. Reeve, S. Cheon, Jiesi Guo, Herbert W. Marsh, Theresa Dicke, Dan-Ling Huang, Suyeop Kim (2026). Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling. Journal of Educational Psychology.DOI
  13. Herbert W. Marsh, Richard M. Ryan, Rhonda G. Craven, Theresa Dicke, Jiesi Guo, P. Parker (2026). Workplace demands/resources, basic psychological needs, and police well-being: an extended integration of self-determination theory and job demands–resources models. Current Psychology.DOI
  14. Fernando Núñez-Regueiro, Herbert W. Marsh, Reinhard Pekrun, Oliver Lüdtke, Jie-Si Guo (2026). On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.’s (2025a, 2025b) Commentaries. Educational Psychology Review.DOI
  15. Herbert W. Marsh, Jie-Si Guo, Oliver Lüdtke, Reinhard Pekrun (2026). Throwing Out the Bathwater but Keeping the Baby: Extending Campbell-Fiske’s Multitrait-Multimethod Framework. Advances in Methods and Practices in Psychological Science.DOI
  16. Alexandre J. S. Morin, Nicolas Gillet, Sarah‐Geneviève Trépanier, Rhonda G. Craven, Herbert W. Marsh (2026). A longitudinal person-centred investigation of bullying profiles in a police organisation. Work & Stress.DOI
  17. Danling Huang, Johnmarshall Reeve, Hye-Ryen Jang, Herbert W. Marsh, Theresa Dicke, Sung Hyeon Cheon (2025). Teaching with confidence: How a skill-based intervention develops teacher self-efficacy and improves educational outcomes. Teaching And Teacher Education, Vol. 167.DOI
  18. Alison Jardine, Theresa Dicke, Herbert W. Marsh, Paul Kidson (2025). School leader well-being under pressure: Emotional and quantitative demands, resilience, and burnout in Australian schools. Educational Management Administration & Leadership.DOI
  19. Herbert W. Marsh, Richard M. Ryan, Theresa Dicke, Reinhard Pekrun, Jiesi Guo, Emma L. Bradshaw, Johnmarshall Reeve, Oliver Ludtke, Thomas Clarke, Joachim Waterschoot (2025). Basic Psychological Needs Under Constrained Autonomy: A Substantive-Methodological Reflection and Analysis of School Leaders' Needs from a Self-Determination Theory Perspective. Educational Psychology Review, Vol. 37, No. 4.DOI
  20. Fernando Nunez-Regueiro, Herbert W. Marsh, Reinhard Pekrun, Oliver Ludtke, Jiesi Guo (2025). The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025. Educational Psychology Review, Vol. 37, No. 3.DOI
  21. Kristina Stockinger, Markus Dresel, Herbert W. Marsh, Reinhard Pekrun (2025). Strategies for regulating achievement emotions: Conceptualization and relations with university students' emotions, well-being, and health. Learning And Instruction, Vol. 98.DOI
  22. Sung Hyeon Cheon, Johnmarshall Reeve, Kyoung-Eun Yoo, Yong-Gwan Song, Herbert W. Marsh, Hye-Ryen Jang, Youngsun Lee (2025). Bystanders tend to defend victims in a supportive classroom climate: A cluster randomized control trial and an observational study. Journal Of School Psychology, Vol. 110.DOI
  23. Rosa Lavelle-Hill, Anne C. Frenzel, Thomas Goetz, Stephanie Lichtenfeld, Herbert W. Marsh, Reinhard Pekrun, Michiko Sakaki, Gavin Smith, Kou Murayama (2024). How the Predictors of Math Achievement Change Over Time: A Longitudinal Machine Learning Approach. Journal Of Educational Psychology, Vol. 1160, No. 8.DOI
  24. Geetanjali Basarkod, Theresa Dicke, Kelly-Ann Allen, Philip D. Parker, Mary Ryan, Herbert W. Marsh, Zoe T. Carrick, Jiesi Guo (2024). Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries. Learning And Instruction, Vol. 91.DOI
  25. Rhonda G. Craven, Herbert W. Marsh, Alexander S. Yeung, Diego Vasconcellos, Anthony Dillon, Richard M. Ryan, Janet Mooney, Alicia Franklin, Lily Barclay, Annalies van Westenbrugge (2024). The Multidimensional Student Well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students. Contemporary Educational Psychology, Vol. 77.DOI
  26. Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Oliver Luedtke, Fernando Nunez-Regueiro (2024). Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement's Directional Ordering. Educational Psychology Review, Vol. 36, No. 2.DOI
  27. Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu (2024). [Review] Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes. Educational Psychology Review, Vol. 36, No. 2.DOI
  28. Jiesi Guo, Geetanjali Basarkod, Francisco Perales, Philip D. Parker, Herbert W. Marsh, James Donald, Theresa Dicke, Baljinder K. Sahdra, Joseph Ciarrochi, Xiang Hu, Chris Lonsdale, Taren Sanders, Borja del Pozo Cruz (2024). The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being. Personality And Social Psychology Bulletin, Vol. 500, No. 10.DOI
  29. Michiko Sakaki, Kou Murayama, Anne C. Frenzel, Thomas Goetz, Herbert W. Marsh, Stephanie Lichtenfeld, Reinhard Pekrun (2024). Developmental trajectories of achievement emotions in mathematics during adolescence. Child Development, Vol. 950, No. 1.DOI
  30. Hye-Ryen Jang, Geetanjali Basarkod, Johnmarshall Reeve, Herbert W. Marsh, Sung Hyeon Cheon, Jiesi Guo (2024). Longitudinal Reciprocal Effects of Agentic Engagement and Autonomy Support: Between- and Within-Person Perspectives. Journal Of Educational Psychology, Vol. 1160, No. 1.DOI
  31. Herbert W. Marsh, Abdullah Alamer (2024). When and how to use set-exploratory structural equation modelling to test structural models: A tutorial using the R package lavaan. British Journal of Mathematical & Statistical Psychology.DOI
  32. Ioulia Televantou, Herbert W. Marsh, Kate M. Xu, Jiesi Guo, Theresa Dicke (2023). Peer Spillover and Big-Fish-Little-Pond Effects with SIMS80: Revisiting a Historical Database Through the Lens of a Modern Methodological Perspective. Educational Psychology Review, Vol. 35, No. 4.DOI
  33. Sung Hyeon Cheon, Johnmarshall Reeve, Herbert W. Marsh, Hye-Ryen Jang (2023). Cluster Randomized Control Trial to Reduce Peer Victimization: An Autonomy-Supportive Teaching Intervention Changes the Classroom Ethos to Support Defending Bystanders. American Psychologist, Vol. 780, No. 7.DOI
  34. Joanna Beaumont, David W. Putwain, Diahann Gallard, Elizabeth Malone, Herbert W. Marsh, Reinhard Pekrun (2023). Students' Emotion Regulation and School-Related Well-Being: Longitudinal Models Juxtaposing Between- and Within-Person Perspectives. Journal Of Educational Psychology, Vol. 1150, No. 7.DOI
  35. Herbert W. Marsh, Reinhard Pekrun, Theresa Dicke, Jiesi Guo, Philip D. Parker, Geetanjali Basarkod (2023). Disentangling the Long-Term Compositional Effects of School-Average Achievement and SES: a Substantive-Methodological Synergy. Educational Psychology Review, Vol. 350, No. 30.DOI
  36. Herbert W. Marsh, Madeleine I. Fraser, Arman Rakhimov, Joseph Ciarrochi, Jiesi Guo (2023). The Bifactor Structure of the Self-Compassion Scale: Bayesian Approaches to Overcome Exploratory Structural Equation Modeling (ESEM) Limitations. Psychological Assessment, Vol. 350, No. 8.DOI
  37. Herbert W. Marsh, Theresa Dicke, Phil Riley, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Andrew J. Martin (2023). School principals' mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. Applied Psychology-Health And Well Being, Vol. 15, No. 3.DOI
  38. Geetanjali Basarkod, Herbert W. Marsh, Jiesi Guo, Theresa Dicke, Kate Xu, Philip D. Parker (2023). The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018. Scientific Studies Of Reading, Vol. 270, No. 40.DOI
  39. David W. Putwain, Wendy Symes, Zhane Marsh-Henry, Herbert W. Marsh, Reinhard Pekrun (2023). COVID-19 meets control-value theory: Emotional reactions to canceled high-stakes examinations. Learning And Individual Differences, Vol. 105.DOI
  40. Herbert W. Marsh, Johnmarshall Reeve, Jiesi Guo, Reinhard Pekrun, Roberto H. Parada, Philip D. Parker, Geetanjali Basarkod, Rhonda Craven, Hye-Ryen Jang, Theresa Dicke, Joseph Ciarrochi, Baljinder K. Sahdra, Emma K. Devine, Sung Hyeon Cheon (2023). Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. Perspectives On Psychological Science, Vol. 180, No. 40.DOI
  41. Herbert W. Marsh, Reinhard Pekrun, Jiesi Guo, John Hattie, Eyal Karin (2023). [Review] Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps. Educational Psychology Review, Vol. 35, No. 2.DOI
  42. Geetanjali Basarkod, Herbert W. Marsh, Jiesi Guo, Philip D. Parker, Theresa Dicke, Reinhard Pekrun (2023). The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries. Learning And Instruction, Vol. 85.DOI
  43. Herbert W. Marsh, Jiesi Guo, Philip D. Parker, Reinhard Pekrun, Geetanjali Basarkod, Theresa Dicke, Roberto H. Parada, Johnmarshall Reeve, Rhonda Craven, Joseph Ciarrochi, Baljinder Sahdra, Emma K. Devine (2023). [Review] Peer Victimization: an Integrative Review and Cross-National Test of a Tripartite Model. Educational Psychology Review, Vol. 35, No. 2.DOI
  44. Stephanie Lichtenfeld, Reinhard Pekrun, Herbert W. Marsh, Ulrike E. Nett, Kristina Reiss (2023). Achievement Emotions and Elementary School Children's Academic Performance: Longitudinal Models of Developmental Ordering. Journal Of Educational Psychology, Vol. 1150, No. 4.DOI
  45. Jiesi Guo, Xin Tang, Herbert W. Marsh, Philip Parker, Geetanjali Basarkod, Baljinder Sahdra, Mette Ranta, Katariina Salmela-Aro (2023). The Roles of Social-Emotional Skills in Students' Academic and Life Success: A Multi-Informant and Multicohort Perspective. Journal Of Personality And Social Psychology, Vol. 1240, No. 5.DOI
  46. Herbert W. Marsh, Oliver Luedtke, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Geetanjali Basarkod, Theresa Dicke, James N. Donald, Alexandre J. S. Morin (2023). School leaders? self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering. Contemporary Educational Psychology, Vol. 73.DOI
  47. Geetanjali Basarkod, Herbert W. Marsh, Baljinder K. Sahdra, Philip D. Parker, Jiesi Guo, Theresa Dicke, Oliver Ludtke (2023). The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models. Assessment, Vol. 300, No. 30.DOI
  48. Sung Hyeon Cheon, Johnmarshall Reeve, Herbert W. Marsh (2023). Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. Journal Of Sport & Exercise Psychology, Vol. 45, No. 10.DOI
  49. Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, Anne C. Frenzel, Thomas Goetz (2023). School grades and students' emotions: Longitudinal models of within-person reciprocal effects. Learning And Instruction, Vol. 83.DOI
  50. Friederike Helm, Fabian Wolff, Jens Moeller, Steffen Zitzmann, Herbert W. Marsh, Theresa Dicke (2023). Individualized Teacher Frame of Reference and Student Self-Concept Within and Between School Subjects. Journal Of Educational Psychology, Vol. 1150, No. 2.DOI
  51. Herbert W. Marsh (2023). Extending the Reciprocal Effects Model of Math Self-Concept and Achievement: Long-Term Implications for End-of-High-School, Age-26 Outcomes, and Long-Term Expectations. Journal Of Educational Psychology, Vol. 1150, No. 2.DOI
  52. Reinhard Pekrun, Herbert W. Marsh, Andrew J. Elliot, Kristina Stockinger, Raymond P. Perry, Elisabeth Vogl, Thomas Goetz, Wijnand A. P. van Tilburg, Oliver Luedtke, Walter P. Vispoel (2023). A Three-Dimensional Taxonomy of Achievement Emotions. Journal Of Personality And Social Psychology, Vol. 1240, No. 1.DOI
  53. Herbert W. Marsh, Rhonda G. Craven, Alexander S. Yeung, Janet Mooney, Alicia Franklin, Anthony Dillon, Lily Barclay, Annalies vanWestenbrugge, Diego Vasconcellos, Sioau-Mai See, Douglas Roy, Munirah Shaik Kadir, Georgia Durmush (2023). Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students: Reciprocal effects between self-concept and achievement. Contemporary Educational Psychology, Vol. 72.DOI
  54. Kaiqi Shao, Kristina Stockinger, Herbert W. Marsh, Reinhard Pekrun (2023). Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire - Second Language Learning. Language Teaching Research.DOI
  55. L. Scalas, E. Lodi, P. Magnano, Herbert W. Marsh (2023). Towards a multidimensional measure of well-being: cross-cultural support through the Italian validation of the well-being profile. BMC Psychology.DOI
  56. Herbert W. Marsh, Reinhard Pekrun, Oliver Ludtke (2022). [Review] Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review, Vol. 340, No. 40.DOI
  57. Philip Parker, Kelly-Ann Allen, Rhiannon Parker, Jiesi Guo, Herbert W. Marsh, Geetanjali Basarkod, Theresa Dicke (2022). School Belonging Predicts Whether an Emerging Adult Will Be Not in Education, Employment, or Training (NEET) After School. Journal Of Educational Psychology, Vol. 1140, No. 8.DOI
  58. Irma Talic, Ronny Scherer, Herbert W. Marsh, Samuel Greiff, Jens Moeller, Christoph Niepel (2022). Uncovering everyday dynamics in students' perceptions of instructional quality with experience sampling. Learning And Instruction, Vol. 81.DOI
  59. Frederic Guay, Alexandre J. S. Morin, Jiseul S. Ahn, Richard Bradet, Herbert W. Marsh, Michel Boivin (2022). Trajectories of academic self-concept during the elementary school years: A growth mixture analysis. Learning And Individual Differences, Vol. 98.DOI
  60. Christoph Niepel, Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Jens Moller (2022). Revealing Dynamic Relations Between Mathematics Self-Concept and Perceived Achievement From Lesson to Lesson: An Experience-Sampling Study. Journal Of Educational Psychology, Vol. 1140, No. 6.DOI
  61. Theresa Dicke, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Herbert W. Marsh, Mark Deady, Samuel Harvey, Philip Riley (2022). Ubiquitous Emotional Exhaustion in School Principals: Stable Trait, Enduring Autoregressive Trend, or Occasion-Specific State? Journal Of Educational Psychology, Vol. 1140, No. 2.DOI
  62. Myrto F. Mavilidi, Herbert W. Marsh, Kate M. Xu, Philip D. Parker, Pauline W. Jansen, Fred Paas (2022). Relative Age Effects on Academic Achievement in the First Ten Years of Formal Schooling: A Nationally Representative Longitudinal Prospective Study. Journal Of Educational Psychology, Vol. 1140, No. 2.DOI
  63. Geetanjali Basarkod, Herbert W. Marsh, Philip D. Parker, Theresa Dicke, Jiesi Guo (2022). The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis. Learning And Instruction, Vol. 77.DOI
  64. Moritz Fleischmann, Nicolas Huebner, Herbert W. Marsh, Jiesi Guo, Ulrich Trautwein, Benjamin Nagengast (2022). Which Class Matters? Juxtaposing Multiple Class Environments as Frames-of-Reference for Academic Self-Concept Formation. Journal Of Educational Psychology, Vol. 1140, No. 1.DOI
  65. Satu Koivuhovi, Herbert W. Marsh, Theresa Dicke, Baljinder Sahdra, Jiesi Guo, Philip D. Parker, Mari-Pauliina Vainikainen (2022). Academic Self-Concept Formation and Peer-Group Contagion: Development of the Big-Fish-Little-Pond Effect in Primary-School Classrooms and Peer Groups. Journal Of Educational Psychology, Vol. 1140, No. 1.DOI
  66. Marcus Horwood, Philip D. Parker, Herbert W. Marsh, Jiesi Guo, Theresa Dicke (2022). School autonomy policies lead to increases in principal autonomy and job satisfaction. International Journal Of Educational Research, Vol. 115.DOI
  67. P. Parker, T. Sanders, Jake Anders, N. Shure, John Jerrim, M. Noetel, Rhiannon B. Parker, Joseph Ciarrochi, Herbert W. Marsh (2022). School socioeconomic status context and social adjustment in children. Developmental Psychology.DOI
  68. Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Christoph Niepel, Brooke Van Zanden (2021). Illusory Gender-Equality Paradox, Math Self-Concept, and Frame-of-Reference Effects: New Integrative Explanations for Multiple Paradoxes. Journal Of Personality And Social Psychology, Vol. 1210, No. 1.DOI
  69. Joeri Hofmans, Alexandre J. S. Morin, Heiko Breitsohl, Eva Ceulemans, Léandre Alexis Chénard‐Poirier, Charles Driver, Claude Fernet, Marylène Gagné, Nicolas Gillet, Vicente González‐Romá, Kevin J. Grimm, Ellen L. Hamaker, Kit‐Tai Hau, Simon A. Houle, Joshua L. Howard, Rex B. Kline, Evy Kuijpers, Theresa Leyens, David Litalien, Anne Mäkikangas, Herbert W. Marsh, Matthew J. W. McLarnon, John P. Meyer, José Navarro, Élizabeth Olivier, Tom O’Neill, Reinhard H. Pekrun, Katariina Salmela‐Aro, Omar Nathanaël Solinger, Sabine Sonnentag, Louis Tay, István Tóth‐Király, Robert J. Vallerand, Christian Vandenberghe, Yvonne Gerarda Theodora van Rossenberg, Tim Vantilborgh, Jasmine Vergauwe, Jesse Theo Vullinghs, Mo Wang, Zhonglin Wen, Bart Wille (2021). The baby and the bathwater: On the need for substantive–methodological synergy in organizational research. Industrial and Organizational Psychology.DOI
  70. Herbert W. Marsh (2020). A multidimensional psysical self-consept: A construct validity approch to theory, measurement and research. Psychology.DOI
  71. Jie-Si Guo, Xiang Hu, Herbert W. Marsh, R. Pekrun (2020). Knowing “What Is Science” Boosts Students’ Science Learning Globally.DOI
  72. Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, Marjorie Seaton (2019). Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes. American Educational Research Journal, Vol. 560, No. 50.DOI
  73. Herbert W. Marsh, Theresa Dicke, Mathew Pfeiffer (2019). A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers. Contemporary Educational Psychology, Vol. 58.DOI
  74. Reinhard Pekrun, Kou Murayama, Herbert W. Marsh, Thomas Goetz, Anne C. Frenzel (2019). Happy Fish in Little Ponds: Testing a Reference Group Model of Achievement and Emotion. Journal Of Personality And Social Psychology, Vol. 1170, No. 1.DOI
  75. Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, A. Katrin Arens (2019). The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies. Journal Of Educational Psychology, Vol. 1110, No. 2.DOI
  76. Philip D. Parker, Herbert W. Marsh, Felix Thoemmes, Nicholas Biddle (2019). The Negative Year in School Effect: Extending Scope and Strengthening Causal Claims. Journal Of Educational Psychology, Vol. 1110, No. 1.DOI
  77. Jiesi Guo, Herbert W. Marsh, Philip David Parker, Theresa Dicke, Brooke E. Van Zanden (2019). Countries, parental occupation, and girls' interest in science. The Lancet.DOI
  78. Philip D. Parker, Herbert W. Marsh, Jiesi Guo, Jake Anders, Nikki Shure, Theresa Dicke (2018). An Information Distortion Model of Social Class Differences in Math Self-Concept, Intrinsic Value, and Utility Value. Journal Of Educational Psychology, Vol. 1100, No. 3.DOI
  79. Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, Stephanie Lichtenfeld (2017). Long-Term Positive Effects of Repeating a Year in School: Six-Year Longitudinal Study of Self-Beliefs, Anxiety, Social Relations, School Grades, and Test Scores. Journal Of Educational Psychology, Vol. 1090, No. 3.DOI
  80. Herbert W. Marsh, R. Pekrun, K. Murayama, A. Arens, Philip D. Parker, Jiesi Guo, Theresa Dicke (2017). An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking Over 6 Years. Developmental Psychology.DOI
  81. K. Murayama, Reinhard Pekrun, Masayuki Suzuki, Herbert W. Marsh, Stephanie Lichtenfeld, Satoshi Usami (2017). Running head: PARENTAL ASPIRATION Don’t Aim too High for Your Kids: Parental Over-Aspiration Undermines Students’ Learning in Mathematics.
  82. Hanna Gaspard, Allan Wigfield, Yi Jiang, Benjamin Nagengast, Ulrich Trautwein, Herbert W. Marsh (2017). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology.DOI
  83. Janet Mooney, Marjorie Seaton, Gurvinder Kaur, Herbert W. Marsh, Alexander Seeshing Yeung (2016). Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement. Contemporary Educational Psychology, Vol. 47.DOI
  84. Herbert W. Marsh (2016). Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept. Journal Of Educational Psychology, Vol. 1080, No. 2.DOI
  85. A. Morin, L. Francesca Scalas, W. Vispoel, Herbert W. Marsh, Zhonglin Wen (2016). The Music Self-Perception Inventory: Development of a short form.DOI
  86. Herbert W. Marsh, R. Pekrun, Stephanie Lichtenfeld, Jiesi Guo, A. Arens, K. Murayama (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. Developmental Psychology.DOI
  87. Ronny Scherer, Malte Jansen, Trude Nilsen, Shaljan Areepattamannil, Herbert W. Marsh (2016). The Quest for Comparability: Studying the Invariance of the Teachers’ Sense of Self-Efficacy (TSES) Measure across Countries. PLoS ONE.DOI
  88. Philip D. Parker, Gawaian Bodkin-Andrews, Herbert W. Marsh, John Jerrim, Ingrid Schoon (2015). Will closing the achievement gap solve the problem? An analysis of primary and secondary effects for indigenous university entry. Journal Of Sociology, Vol. 510, No. 4.DOI
  89. Malte Jansen, Oliver Luedtke, Ulrich Schroeders, Herbert W. Marsh (2015). Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model. Journal Of Educational Psychology, Vol. 1070, No. 4.DOI
  90. Herbert W. Marsh, Adel Salah Abduljabbar, Alexandre J. S. Morin, Philip Parker, Faisal Abdelfattah, Benjamin Nagengast, Maher M. Abu-Hilal (2015). The Big-Fish-Little-Pond Effect: Generalizability of Social Comparison Processes Over Two Age Cohorts From Western, Asian, and Middle Eastern Islamic Countries. Journal Of Educational Psychology, Vol. 1070, No. 1.DOI
  91. Alexandre J. S. Morin, Herbert W. Marsh (2015). [Review] Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers' Multidimensional Profiles of Effectiveness. Structural Equation Modeling-A Multidisciplinary Journal, Vol. 220, No. 10.DOI
  92. Kim Chau Leung, Herbert W. Marsh, Alexander Seeshing Yeung, Adel S. Abduljabbar (2015). Validity of Social, Moral and Emotional Facets of Self-Description Questionnaire II. Journal Of Experimental Education, Vol. 830, No. 10.DOI
  93. Alexandre J. S. Morin, Laura Francesca Scalas, Herbert W. Marsh (2015). Tracking the Elusive Actual-Ideal Discrepancy Model Within Latent Subpopulations. Journal of Individual Differences.DOI
  94. Herbert W. Marsh, Jens Møller, Philip David Parker, Man Kate Xu, Benjamin Nagengast, Reinhard H. Pekrun (2015). Internal/External Frame of Reference Model. Elsevier eBooks.DOI
  95. Ines Tomas, Herbert W. Marsh, Vicente Gonzalez-Roma, Victor Valls, Benjamin Nagengast (2014). Testing Measurement Invariance Across Spanish and English Versions of the Physical Self-Description Questionnaire: An Application of Exploratory Structural Equation Modeling. Journal Of Sport & Exercise Psychology, Vol. 36, No. 20.DOI
  96. L. Francesca Scalas, Alexandre J. S. Morin, Herbert W. Marsh, Benjamin Nagengast (2014). [Review] Importance models of the physical self: Improved methodology supports a normative-cultural importance model but not the individual importance model. European Journal Of Social Psychology, Vol. 440, No. 2.DOI
  97. Philip David Parker, Herbert W. Marsh, Joseph Ciarrochi, Sarah Marshall, Adel Salah Abduljabbar (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, Vol. 340, No. 1.DOI
  98. Maher M. Abu-Hilal, Faisal A. Abdelfattah, Saleh A. Shumrani, Hamza Dodeen, Adel S. Abduljabber, Herbert W. Marsh (2014). Mathematics and Science Achievements Predicted by Self-Concept and Subject Value Among 8th Grade Saudi Students: Invariance Across Gender. International Perspectives in Psychology.DOI
  99. Benjamin Nagengast, Herbert W. Marsh, Kit-Tai Hau (2013). Effects of Single-Sex Schooling in the Final Years of High School: A Comparison of Analysis of Covariance and Propensity Score Matching. Sex Roles, Vol. 69, No. 78.DOI
  100. L. Francesca Scalas, Herbert W. Marsh, Benjamin Nagengast, Alexandre J. S. Morin (2013). Latent-Variable Approaches to the Jamesian Model of Importance-Weighted Averages. Personality And Social Psychology Bulletin, Vol. 390, No. 10.DOI
  101. L. F. Scalas, Alexandre J. S. Morin, Herbert W. Marsh (2013). Il contributo di analisi centrate sulle persone nello studio delle discrepanze tra aspetti reali e ideali della percezione di sé.
  102. Benjamin Nagengast, Herbert W. Marsh (2012). Big Fish in Little Ponds Aspire More: Mediation and Cross-Cultural Generalizability of School-Average Ability Effects on Self-Concept and Career Aspirations in Science. Journal Of Educational Psychology, Vol. 1040, No. 4.DOI
  103. Jasmine Green, Gregory Arief D. Liem, Andrew J. Martin, Susan Colmar, Herbert W. Marsh, Dennis M. McInerney (2012). Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence.DOI
  104. Kim Chau Leung, Herbert W. Marsh, Rhonda G. Craven, Alexander Seeshing Yeung, Adel Salah Abduljabbar (2012). Domain Specificity Between Peer Support and Self-Concept. The Journal of Early Adolescence.DOI
  105. Herbert W. Marsh, Benjamin Nagengast, Alexandre J. S. Morin (2012). Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology.DOI
  106. Herbert W. Marsh, Jacqueline H. S. Cheng (2012). Physical Self-Concept.DOI
  107. Oliver Luedtke, Herbert W. Marsh, Alexander Robitzsch, Ulrich Trautwein (2011). A 2 x 2 Taxonomy of Multilevel Latent Contextual Models: Accuracy-Bias Trade-Offs in Full and Partial Error Correction Models. Psychological Methods, Vol. 160, No. 40.DOI
  108. Marjorie Seaton, Herbert W. Marsh, Alexander Seeshing Yeung, Rhonda Craven (2011). The big fish Down Under: Examining moderators of the 'big-fish-little-pond' effect for Australia's high achievers. Australian Journal Of Education, Vol. 550, No. 20.DOI
  109. Herbert W. Marsh, Paul Ginns, Alexandre J. S. Morin, Benjamin Nagengast, Andrew J. Martin (2011). Use of Student Ratings to Benchmark Universities: Multilevel Modeling of Responses to the Australian Course Experience Questionnaire (CEQ). Journal Of Educational Psychology, Vol. 1030, No. 3.DOI
  110. Herbert W. Marsh, Benjamin Nagengast, Alexandre J. S. Morin, Roberto H. Parada, Rhonda G. Craven, Linda R. Hamilton (2011). Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling. Journal Of Educational Psychology, Vol. 1030, No. 3.DOI
  111. Herbert W. Marsh, Andrew J. Martin (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal Of Educational Psychology, Vol. 810, No. 1.DOI
  112. Jens Møller, Jan Retelsdorf, Olaf Köller, Herbert W. Marsh (2011). The Reciprocal Internal/External Frame of Reference Model. American Educational Research Journal.DOI
  113. Herbert W. Marsh, Benjamin Nagengast, John Fletcher, Ioulia Televantou (2011). Assessing Educational Effectiveness: Policy Implications from Diverse Areas of Research*. Fiscal Studies.DOI
  114. Herbert W. Marsh, Andrew J. Martin, Susan Jackson (2010). Introducing a Short Version of the Physical Self Description Questionnaire: New Strategies, Short-Form Evaluative Criteria, and Applications of Factor Analyses. Journal Of Sport & Exercise Psychology, Vol. 32, No. 40.DOI
  115. Jacqueline H. S. Cheng, Herbert W. Marsh (2010). National Student Survey: are differences between universities and courses reliable and meaningful? Oxford Review Of Education, Vol. 360, No. 6.DOI
  116. Andrew J. Martin, Herbert W. Marsh, Jacqueline H. S. Cheng, Paul Ginns (2010). Fathers and Male Teachers:Effects on Boys Academic and Non-Academic Development. Childhood Education.DOI
  117. Florence Dumas, Herbert W. Marsh, Marjorie Seaton, Gregory Arief D. Liem, Daniel O. McInerney, Andy Wai Kan Yeung (2010). Big-Fish-Little-Pond-Effect: Overview, Extension, and Practical Implications. HAL (Le Centre pour la Communication Scientifique Directe).
  118. Andrew J. Martin, Susan Colmar, Louise A. Davey, Herbert W. Marsh (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology.DOI
  119. Herbert W. Marsh, Alison O’Mara-Eves (2010). Long-Term Total Negative Effects of School-Average Ability on Diverse Educational Outcomes. Zeitschrift für Pädagogische Psychologie.DOI
  120. Herbert W. Marsh, Laura Francesca Scalas (2010). Self-Concept in Learning: Reciprocal effects model between academic self-concept and academic achievement. Elsevier eBooks.DOI
  121. Ulrich Trautwein, Oliver Luedtke, Gabriel Nagy, Herbert W. Marsh (2009). Within-School Social Comparison: How Students Perceive the Standing of Their Class Predicts Academic Self-Concept. Journal Of Educational Psychology, Vol. 1010, No. 4.DOI
  122. Paul Ginns, Herbert W. Marsh, Masud Behnia, Jacqueline H. S. Cheng, L. Francesca Scalas (2009). Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges. British Journal Of Educational Psychology, Vol. 790.DOI
  123. Louise A. Ellis, Herbert W. Marsh, Rhonda G. Craven (2009). Addressing the Challenges Faced by Early Adolescents: A Mixed-Method Evaluation of the Benefits of Peer Support. American Journal Of Community Psychology, Vol. 440, No. 12.DOI
  124. Andrew J. Martin, Herbert W. Marsh (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review Of Education, Vol. 350, No. 3.DOI
  125. Herbert W. Marsh, Bengt Muthen, Tihomir Asparouhov, Oliver Luedtke, Alexander Robitzsch, Alexandre J. S. Morin, Ulrich Trautwein (2009). Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching. Structural Equation Modeling-A Multidisciplinary Journal, Vol. 160, No. 30.DOI
  126. Jens Møller, Britta Pohlmann, Olaf Köller, Herbert W. Marsh (2009). A Meta-Analytic Path Analysis of the Internal/External Frame of Reference Model of Academic Achievement and Academic Self-Concept. Review of Educational Research.DOI
  127. Herbert W. Marsh, Lutz Bornmann (2009). Do women have less success in peer review? Nature.DOI
  128. Philip David Parker, Andrew J. Martin, Carissa Martinez, Herbert W. Marsh, Susan A. Jackson (2009). Stages of Change in Physical Activity: A Validation Study in Late Adolescence. Health Education & Behavior.DOI
  129. Pascal Huguet, Florence Dumas, Herbert W. Marsh, Isabelle Régner, Ladd S. Wheeler, Jerry M. Suls, Marjorie Seaton, John B. Nezlek (2009). Clarifying the role of social comparison in the big-fish–little-pond effect (BFLPE): An integrative study. Journal of Personality and Social Psychology.DOI
  130. Frederic Guay, Herbert W. Marsh, Caroline Senecal, Martin Dowson (2008). 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, Vol. 780.DOI
  131. Herbert W. Marsh, Ulrich Trautwein, Oliver Luedtke, Olaf Koeller (2008). 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, Vol. 1000, No. 3.DOI
  132. Andrew J. Martin, Herbert W. Marsh, Raymond L. Debus, Lars-Erik Malmberg (2008). Performance and mastery orientation of high school and university/college students - A Rasch perspective. Educational And Psychological Measurement, Vol. 680, No. 3.DOI
  133. Herbert W. Marsh, Alison O'Mara (2008). 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, Vol. 340, No. 40.DOI
  134. Herbert W. Marsh, Upali W. Jayasinghe, Nigel W. Bond (2008). Improving the peer-review process for grant applications - Reliability, validity, bias, and generalizability. American Psychologist, Vol. 630, No. 3.DOI
  135. Marjorie Seaton, Herbert W. Marsh, Florence Dumas, Pascal Huguet, Jean-Marc Monteil, Isabelle Regner, Hart Blanton, Abraham P. Buunk, Frederick X. Gibbons, Hans Kuyper, Jerry Suls, Ladd Wheeler (2008). In search of the big fish:: Investigating the coexistence of the big-fish-little-pond effect with the positive effects of upward comparisons. British Journal Of Social Psychology, Vol. 470.DOI
  136. Andrew J. Martin, Herbert W. Marsh (2008). [Review] Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal Of School Psychology, Vol. 46, No. 10.DOI
  137. Philip David Parker, Andrew J. Martin, Herbert W. Marsh (2008). Factors Predicting Life Satisfaction: A Process Model of Personality, Multidimensional Self-Concept, and Life Satisfaction. Australian Journal of Guidance and Counselling.DOI
  138. Rhonda G. Craven, Herbert W. Marsh (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. Educational and Child Psychology.DOI
  139. Herbert W. Marsh (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, Vol. 990, No. 4.DOI
  140. Herbert W. Marsh, Nigel W. Bonds, Upali W. Jayasinghe (2007). [Review] Peer review process: Assessments by applicant-nominated referees are biased, inflated, unreliable and invalid. Australian Psychologist, Vol. 420, No. 10.DOI
  141. Herbert W. Marsh, Kit-Tai Hau (2007). Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies. Contemporary Educational Psychology, Vol. 32, No. 10.DOI
  142. Andrew J. Martin, Herbert W. Marsh, Dennis M. McInerney, Jasmine Green, Martin N. Dowson (2007). Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem. Australian Journal of Guidance and Counselling.DOI
  143. Andrew J. Martin, Herbert W. Marsh (2007). Workplace and Academic Buoyancy. Journal of Psychoeducational Assessment.DOI
  144. Alison O’Mara-Eves, Herbert W. Marsh (2007). Big-Fish-Little-Pond effect: The negative effects of academically selective schools. Psychology of Education Review.DOI
  145. Upali W. Jayasinghe, Herbert W. Marsh, Nigel Bond (2006). A new reader trial approach to peer review in funding research grants: An Australian experiment. Scientometrics, Vol. 690, No. 3.DOI
  146. Herbert W. Marsh, Michael Bar-Eli, Sima Zach, Garry E. Richards (2006). Construct validation of Hebrew versions of three physical self-concept measures: An extended multitrait-multimethod analysis. Journal Of Sport & Exercise Psychology, Vol. 28, No. 30.DOI
  147. Andrew J. Martin, David V. Tipler, Herbert W. Marsh, Garry E. Richards, Melinda R. Williams (2006). Assessing multidimensional physical activity motivation: A construct validity study of high school students. Journal Of Sport & Exercise Psychology, Vol. 280, No. 20.DOI
  148. Herbert W. Marsh, Kit‐Tai Hau, Cordula Artelt, Jürgen Baumert, Jules L. Peschar (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.DOI
  149. Leanne S. Cowin, Rhonda G. Craven, Maree Johnson, Herbert W. Marsh (2006). A longitudinal study of student and experienced nurses' self-concept. Collegian Journal of the Royal College of Nursing Australia.DOI
  150. Herbert W. Marsh, Athanasios G. Papaioannou, Andrew J. Martin, Yannis Theodorakis (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.DOI
  151. Herbert W. Marsh (2006). Significance of self-concept. Vernon Wall Lecture.DOI
  152. Geoffrey Barnes, Dennis M. McInerney, Herbert W. Marsh (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. Australian Educational Researcher, Vol. 32, No. 2.DOI
  153. Herbert W. Marsh, Chit-Kwong Kong, K. Hau (2000). Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools. Journal of Personality and Social Psychology.DOI
  154. Herbert W. Marsh, Kit-Tai Hau, Choi-Man Chung, Teresa L. P. Siu (1998). Confirmatory Factor Analyses of Chinese Students' Evaluations of University Teaching. Structural Equation Modeling-A Multidisciplinary Journal, Vol. 50, No. 20.DOI
  155. Herbert W. Marsh, A. S. Yeung (1998). Top-down, bottom-up, and horizontal models: the direction of causality in multidimensional, hierarchical self-concept models. Journal of Personality and Social Psychology.DOI
  156. J. Hattie, Herbert W. Marsh (1996). The Relationship Between Research and Teaching: A Meta-Analysis.DOI
  157. Herbert W. Marsh (1990). A Multidimensional, Hierarchical Model of Self-Concept: Theoretical and Empirical Justification. Educational Psychology Review, Vol. 2, No. 2.DOI
  158. Herbert W. Marsh (1984). Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility. Journal of Educational Psychology.DOI

Book Chapters

  1. Herbert W. Marsh, Marjorie Seaton (2015). The Big-Fish–Little-Pond Effect, Competence Self-perceptions, and Relativity. Advances in motivation science.DOI
  2. Herbert W. Marsh, Man Xu, Andrew James Martin (2011). Self-concept: A synergy of theory, method, and application. American Psychological Association eBooks.DOI
  3. Andrew J. Martin, Jasmine Green, Susan Colmar, Gregory Arief D. Liem, Herbert W. Marsh (2010). Quantitative Modelling of Correlational and Multilevel Data in Educational Research: A Construct Validity Approach to Exploring and Testing Theory. Springer eBooks.DOI
  4. Dennis M. McInerney, Herbert W. Marsh, Rhonda G. Craven (2008). Self-Processes, Learning, and Enabling Human Potential. Emerald Group Publishing Limited eBooks.DOI
  5. Herbert W. Marsh, Alison O’Mara-Eves (2008). Self-Concept is as Multidisciplinary as it is Multidimensional. Emerald Group Publishing Limited eBooks.DOI
  6. Herbert W. Marsh (2007). Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness. Springer eBooks.DOI

Research Interests

PsychologyDecision SciencesSocial Sciences

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