Talk:Metacognition and Motivation
The following papers about self-concept and math achievement may be relevant:
- Marsh, H.W. (1986). Verbal and math self-concepts: An internal-external frame of reference model. American Educational Research Journal, 23, 129-149.
- Marsh, H.W., Byrne, B.M, & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relations to academic achievement. Journal of Educational Psychology, 80, 366-380.
- Marsh, H.W. and Craven, R.G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective. Perspectives on Psychological Science, (Vol 1, No. 2), 133-163.
- Marsh, H.W. & Hau, K.T. (2004). Explaining paradoxical relations between academic self-concept and achievements: Cross-cultural generalizability of the internal-external frame of reference predictions across 26 countries. Journal of Educational Psychology, 96, 56-67.
- Marsh, H.W., Hau, K-T, Artelt, C., Baumert, J. & Peschar, J.L. (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, 6, 311-360.
- Marsh, H., Trautwein, U., Ludtke, O., Koller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76, 2, 397-416.
The goals need to be updated to be consistent with the 3 expressed in the 2010 strategic plan.