Jiesi Guo

Best Publications

• The murky distinction between self-concept and self-efficacy. Beware of lurking jingle-jangle fallacies

  Herbert W. Marsh;Reinhard Pekrun;Philip D. Parker;Kou Murayama

  542
  Citations

• Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis

  Ming Te Wang;Jessica L. Degol;Jamie Amemiya;Alyssa Parr

  412
  Citations

• Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective

  Jiesi Guo;Philip D. Parker;Herbert W. Marsh;Alexandre J. S. Morin

  378
  Citations

• Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal balance between goodness of fit and parsimony.

  Herbert W. Marsh;Jiesi Guo;Theresa Dicke;Philip D. Parker

  375
  Citations

• An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

  Herbert W. Marsh;Reinhard Pekrun;Kou Murayama;A. Katrin Arens

  329
  Citations

• What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.

  Herbert W. Marsh;Jiesi Guo;Philip D. Parker;Benjamin Nagengast

  305
  Citations

• Building Grit: The Longitudinal Pathways between Mindset, Commitment, Grit, and Academic Outcomes

  Xin Tang;Ming-Te Wang;Jiesi Guo;Katariina Salmela-Aro

  294
  Citations

• Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study

  Jiesi Guo;Herbert W. Marsh;Herbert W. Marsh;Herbert W. Marsh;Philip D. Parker;Alexandre J.S. Morin

  276
  Citations

• Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals.

  Theresa Dicke;Herbert W. Marsh;Philip Riley;Philip D. Parker

  256
  Citations

• Parental ethnic-racial socialization practices and the construction of children of color's ethnic-racial identity: A research synthesis and meta-analysis.

  James P. Huguley;Ming-Te Wang;Ariana C. Vasquez;Jiesi Guo

  243
  Citations

• Parental ethnic-racial socialization practices and children of color's psychosocial and behavioral adjustment: A systematic review and meta-analysis.

  Ming-Te Wang;Daphne A. Henry;Leann V. Smith;James P. Huguley

  241
  Citations

• Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes.

  Jiesi Guo;Benjamin Nagengast;Herbert Warren Marsh;Herbert Warren Marsh;Herbert Warren Marsh;Augustin Kelava

  233
  Citations

• Extending expectancy-value theory predictions of achievement and aspirations in science: dimensional comparison processes and expectancy-by-value interactions

  Jiesi Guo;Herbert W. Marsh;Herbert W. Marsh;Herbert W. Marsh;Philip D. Parker;Alexandre J.S. Morin

  197
  Citations

• Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment A Longitudinal Study

  Jiesi Guo;Herbert W. Marsh;Herbert W. Marsh;Herbert W. Marsh;Alexandre J. S. Morin;Philip D. Parker

  187
  Citations

• Mindfulness and Its Association With Varied Types of Motivation: A Systematic Review and Meta-Analysis Using Self-Determination Theory:

  James N. Donald;Emma L. Bradshaw;Richard M. Ryan;Geetanjali Basarkod

  154
  Citations

• Psychological Comparison Processes and Self‐Concept in Relation to Five Distinct Frame‐of‐Reference Effects: Pan‐Human Cross‐Cultural Generalizability over 68 Countries

  Herbert W. Marsh;Herbert W. Marsh;Philip D. Parker;Jiesi Guo;Reinhard Pekrun;Reinhard Pekrun;Reinhard Pekrun

  151
  Citations

• Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

  Herbert Warren Marsh;Reinhard Pekrun;Stephanie Lichtenfeld;Jiesi Guo

  130
  Citations

• Job Satisfaction of Teachers and Their Principals in Relation to Climate and Student Achievement.

  Theresa Dicke;Herbert W. Marsh;Philip D. Parker;Jiesi Guo

  118
  Citations

• The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective.

  Unknown

  94
  Citations

• Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects

  Theresa Dicke;Herbert W. Marsh;Philip D. Parker;Reinhard Pekrun

  91
  Citations