| Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. T Dicke, PD Parker, HW Marsh, M Kunter, A Schmeck, D Leutner Journal of educational psychology 106 (2), 569, 2014 | 470 | 2014 |
| Reducing reality shock: The effects of classroom management skills training on beginning teachers T Dicke, J Elling, A Schmeck, D Leutner Teaching and teacher education 48, 1-12, 2015 | 440 | 2015 |
| The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, AK Arens Journal of educational psychology 111 (2), 331, 2019 | 327 | 2019 |
| Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge T Dicke, PD Parker, D Holzberger, O Kunina-Habenicht, M Kunter, ... Contemporary educational psychology 41, 62-72, 2015 | 251 | 2015 |
| A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. T Dicke, F Stebner, C Linninger, M Kunter, D Leutner Journal of occupational health psychology 23 (2), 262, 2018 | 244 | 2018 |
| What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. HW Marsh, J Guo, PD Parker, B Nagengast, T Asparouhov, B Muthén, ... Psychological Methods 23 (3), 524, 2018 | 227 | 2018 |
| An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. HW Marsh, R Pekrun, K Murayama, AK Arens, PD Parker, J Guo, T Dicke Developmental psychology 54 (2), 263, 2018 | 210 | 2018 |
| Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony HW Marsh, J Guo, T Dicke, PD Parker, RG Craven Multivariate behavioral research 55 (1), 102-119, 2020 | 209 | 2020 |
| Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions J Guo, HW Marsh, PD Parker, AJS Morin, T Dicke Learning and Instruction 49, 81-91, 2017 | 163 | 2017 |
| Job satisfaction of teachers and their principals in relation to climate and student achievement. T Dicke, HW Marsh, PD Parker, J Guo, P Riley, J Waldeyer Journal of Educational Psychology 112 (5), 1061, 2020 | 129 | 2020 |
| Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung? O Kunina-Habenicht, H Lohse-Bossenz, M Kunter, T Dicke, D Förster, ... Zeitschrift für Erziehungswissenschaft 4 (15), 649-682, 2012 | 113 | 2012 |
| Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. T Dicke, HW Marsh, PD Parker, R Pekrun, J Guo, I Televantou Journal of Educational Psychology 110 (8), 1112, 2018 | 84 | 2018 |
| Effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities: A systematic review and meta-analysis NJ Kapsal, T Dicke, AJS Morin, D Vasconcellos, C Maïano, J Lee, ... Journal of Physical Activity and Health 16 (12), 1187-1195, 2019 | 82 | 2019 |
| Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: Identifying psychosocial risk factors in a sample of school principals T Dicke, HW Marsh, P Riley, PD Parker, J Guo, M Horwood Frontiers in psychology 9, 584, 2018 | 82 | 2018 |
| Bildungswissenschaftliches Wissen und professionelle Kompetenz in der Lehramtsausbildung: Ergebnisse des Projekts BilWiss M Kunter, O Kunina-Habenicht, J Baumert, T Dicke, D Holzberger, ... Entwicklung von Professionalität pädagogischen Personals: Interdisziplinäre …, 2017 | 73 | 2017 |
| „Doppelter Praxisschock “auf dem Weg ins Lehramt T Dicke, D Holzberger, O Kunina-Habenicht, C Linninger, ... Psychologie in Erziehung und Unterricht 63 (4), 244-257, 2016 | 70 | 2016 |
| Pädagogisch-psychologisches Professionswissen von Lehrkräften: Evaluation des ProwiN-Tests G Lenske, H Thillmann, J Wirth, T Dicke, D Leutner Zeitschrift für Erziehungswissenschaft 2 (18), 225-245, 2015 | 64 | 2015 |
| 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. HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, ... Journal of Educational Psychology 109 (3), 425, 2017 | 62 | 2017 |
| Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS … J Guo, HW Marsh, PD Parker, T Dicke Learning and Instruction 58, 210-219, 2018 | 60 | 2018 |
| Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung. Eine Kurzdarstellung des BilWiss-Projekts E Terhart, F Schulze-Stocker, O Kunina-Habenicht, T Dicke, D Förster, ... Lehrerbildung auf dem Prüfstand 5 (1), 96-106, 2012 | 58 | 2012 |
Philip D ParkerInstitute of Positive Psychology and Education - Australian Catholic UniversityVerified email at acu.edu.au
