Related references
Note: Only part of the references are listed.The Psychology of Academic Achievement
Philip H. Winne et al.
ANNUAL REVIEW OF PSYCHOLOGY (2010)
A longitudinal twin study of the direction of effects between psychopathic personality and antisocial behaviour
Mats Forsman et al.
JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY (2010)
More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twins
Tomas Chamorro-Premuzic et al.
INTELLIGENCE (2010)
More Than Just IQ: School Achievement Is Predicted by Self-Perceived Abilities-But for Genetic Rather Than Environmental Reasons
Corina U. Greven et al.
PSYCHOLOGICAL SCIENCE (2009)
Relationships between parental negativity and childhood antisocial behavior over time: A bidirectional effects model in a longitudinal genetically informative design
Henrik Larsson et al.
JOURNAL OF ABNORMAL CHILD PSYCHOLOGY (2008)
Determinants and validity of self-estimates of abilities and self-concept measures
Phillip L. Ackerman et al.
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED (2007)
Twins' Early Development Study (TEDS): A multivariate, longitudinal genetic investigation of language, cognition and behavior problems from childhood through adolescence
Bonamy R. Oliver et al.
TWIN RESEARCH AND HUMAN GENETICS (2007)
Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value
Birgit Spinath et al.
INTELLIGENCE (2006)
How are parent-child conflict and childhood externalizing symptoms related over time? Results, from a genetically informative cross-lagged study
SA Burt et al.
DEVELOPMENT AND PSYCHOPATHOLOGY (2005)
Estimating one's own personality and intelligence scores
A Furnham et al.
BRITISH JOURNAL OF PSYCHOLOGY (2004)
Academic self-concept and academic achievement: Developmental perspectives on their causal ordering
F Guay et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2003)
Share Paper
