Ghent University Academic Bibliography

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Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems

Kajsa Yang Hansen, Jeléna Radišić, Yi Ding and Xin Liu (UGent)

(2022) LARGE-SCALE ASSESSMENTS IN EDUCATION. 10(1).
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Preadolescents’ stereotypical occupational preferences : a matter of competence or culture?

Laora Mastari, Bram Spruyt and Jessy Siongers (UGent)

(2021) CHILD INDICATORS RESEARCH. 14(3). p.1199-1225
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Grade retention and academic self‐concept : a multilevel analysis of the effects of schools’ retention composition

Timo Van Canegem (UGent) , Mieke Van Houtte (UGent) and Jannick Demanet (UGent)

(2021) BRITISH EDUCATIONAL RESEARCH JOURNAL. 47(5). p.1340-1360
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Grade retention and academic self-concept : a multilevel analysis towards the effects of schools’ retention-composition

Timo Van Canegem (UGent) , Mieke Van Houtte (UGent) and Jannick Demanet (UGent)

(2021) AERA 2021, American Educational Research Association Annual Meeting, Proceedings.
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Grade retention and academic self-concept : a multilevel analysis towards the effects of schools’ retention composition

Timo Van Canegem (UGent) , Mieke Van Houtte (UGent) and Jannick Demanet (UGent)

(2020) American Sociological Association, 115th Annual Meeting, Abstracts.
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Grade retention and academic self-concept : a multilevel analysis towards the effects of schools' retention composition

Timo Van Canegem (UGent) , Mieke Van Houtte (UGent) and Jannick Demanet (UGent)

(2019) Europe and beyond : boundaries, barriers and belonging : 14th ESA conference : proceedings.
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Gender differences in context : the impact of track position on study involvement in Flemish secondary education

Mieke Van Houtte (UGent)

(2017) SOCIOLOGY OF EDUCATION. 90(4). p.275-295
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How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium

Lore Van Praag (UGent) , Simon Boone (UGent) , Peter Stevens (UGent) and Mieke Van Houtte (UGent)

(2015) SOCIAL PSYCHOLOGY OF EDUCATION. 18(1). p.165-184
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Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance

Johan Ferla (UGent) , Martin Valcke (UGent) and Gilberte Schuyten

(2010) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 25(4). p.519-536
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Academic self-efficacy and academic self-concept: reconsidering structural relationships

Johan Ferla (UGent) , Martin Valcke (UGent) and Yong Hong Cai

(2009) LEARNING AND INDIVIDUAL DIFFERENCES. 19(4). p.499-505

Academic Bibliography

Contextual effects on students’ achievement and academic self-concept in the Nordic and Chinese educational systems

Preadolescents’ stereotypical occupational preferences : a matter of competence or culture?

Grade retention and academic self‐concept : a multilevel analysis of the effects of schools’ retention composition

Grade retention and academic self-concept : a multilevel analysis towards the effects of schools’ retention-composition

Grade retention and academic self-concept : a multilevel analysis towards the effects of schools’ retention composition

Grade retention and academic self-concept : a multilevel analysis towards the effects of schools' retention composition

Gender differences in context : the impact of track position on study involvement in Flemish secondary education

How tracking structures attitudes towards ethnic out-groups and interethnic interactions in the classroom: an ethnographic study in Belgium

Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance

Academic self-efficacy and academic self-concept: reconsidering structural relationships

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