All Stories

  1. Teacher enjoyment is associated with more stable nonverbal immediacy, while teacher anxiety is associated with lower student cognitive engagement: A dynamic classroom interaction study

    Article • Learning and Instruction, December 2026, Elsevier

    Theresa Dicke

  2. Association of Teacher Well-Being With Student Motivation and Achievement: A Systematic Review and Meta-Analysis

    Article • Educational Psychology Review, September 2026, Springer Science + Business Media

    Theresa Dicke

  3. Workplace demands/resources, basic psychological needs, and police well-being: an extended integration of self-determination theory and job demands–resources models

    Article • Current Psychology, September 2026, Springer Science + Business Media

    Theresa Dicke

  4. Reciprocal development of depression and self-efficacy in adolescence: A longitudinal twin study

    Article • Journal of Affective Disorders, August 2026, Elsevier

    Theresa Dicke, Herb Marsh

  5. Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling.

    Article • Journal of Educational Psychology, June 2026, American Psychological Association (APA)

    Hye-Ryen Jang, Theresa Dicke, Herb Marsh

  6. Mapping Emotional Components in Daily Parent-Child Interactions: A Multilevel Psychological Network Approach

    Article • March 2026, Center for Open Science

    Theresa Dicke, Su Yeong Kim, Professor at UT Austin Dr. Su Yeong Kim

  7. The association between student–teacher relationship quality and students’ school belonging: A cross-national perspective.

    Article • Journal of Educational Psychology, March 2026, American Psychological Association (APA)

    Theresa Dicke

  8. Mapping Emotional Components in Daily Parent-Child Interactions: A Multilevel Psychological Network Approach

    Article • March 2026, Center for Open Science

    Theresa Dicke, Su Yeong Kim, Professor at UT Austin Dr. Su Yeong Kim

  9. Phrase-based Coding Framework for Teachers’ Motivational Language Based On Self-Determination Theory

    Article • February 2026, Center for Open Science

    Professor Nikos Ntoumanis, Theresa Dicke, Richard Ryan

  10. Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions

    Article • Learning and Individual Differences, January 2026, Elsevier

    Theresa Dicke, Herb Marsh

  11. School leader well-being under pressure: Emotional and quantitative demands, resilience, and burnout in Australian schools

    Article • Educational Management Administration & Leadership, December 2025, SAGE Publications

    Dr Paul Kidson, Theresa Dicke, Herb Marsh

  12. Investigating the effects of class average achievement: attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept

    Article • Contemporary Educational Psychology, December 2025, Elsevier

    Theresa Dicke

  13. Basic Psychological Needs Under Constrained Autonomy: A Substantive–Methodological Reflection and Analysis of School Leaders’ Needs from a Self-Determination Theory Perspective

    Article • Educational Psychology Review, November 2025, Springer Science + Business Media

    Theresa Dicke, Herb Marsh, Richard Ryan

  14. Does a Data-Informed Online Intervention for Teachers Improve Student Motivation and Engagement During the Transition to High School? A Cluster Randomised Controlled Trial

    Article • November 2025, Center for Open Science

    Theresa Dicke

  15. Emotion Regulation and Profiles of Parental Academic Involvement: A Longitudinal Person-Centered Study of Parenting Dynamics and Their Impact on Children and Parents

    Article • September 2025, Center for Open Science

    Theresa Dicke

  16. Mapping Emotional Components in Daily Parent-Child Interactions: A Multilevel Psychological Network Approach

    Article • June 2025, Center for Open Science

    Su Yeong Kim, Professor at UT Austin Dr. Su Yeong Kim, Theresa Dicke

  17. Emotionally and Cognitively Drained: Longitudinal Associations Between Cognitive Emotion Regulation and Parental Burnout From Between- and Within-Person Perspectives

    Article • May 2025, Center for Open Science

    Theresa Dicke

  18. The Association Between Student-Teacher Relationship Quality and Students’ School Belonging: A Cross-National Perspective

    Article • April 2025, Center for Open Science

    Theresa Dicke

  19. The Association Between Student-Teacher Relationship Quality and Students’ School Belonging: A Cross-National Perspective

    Article • April 2025, Center for Open Science

    Theresa Dicke

  20. Does a Data-Informed Online Intervention for Teachers Improve Student Motivation and Engagement During the Transition to High School? A Cluster Randomised Controlled Trial

    Article • February 2025, Center for Open Science

    Theresa Dicke

  21. The Association Between Student-Teacher Relationship Quality and School Belonging for Ethnically and Culturally Diverse Students: A Systematic Review and Meta-Analysis

    Article • January 2025, Center for Open Science

    Theresa Dicke

  22. Emotion Regulation and Profiles of Parental Academic Involvement: A Longitudinal Person-Centered Study of Parenting Dynamics and Their Impact on Children and Parents

    Article • December 2024, Center for Open Science

    Theresa Dicke

  23. Emotionally and Cognitively Drained: Longitudinal Associations Between Cognitive Emotion Regulation and Parental Burnout From Between- and Within-Person Perspectives

    Article • August 2024, Center for Open Science

    Theresa Dicke

  24. Gritty Parenting: The Development and Validation of the Parental Grit Scale

    Article • June 2024, Center for Open Science

    Theresa Dicke

  25. Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries

    Article • Learning and Instruction, June 2024, Elsevier

    Herb Marsh, Theresa Dicke

  26. “Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

    Article • Review of Educational Research, January 2024, American Educational Research Association (AERA)

    Theresa Dicke

  27. “Yes, I can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy

    Article • September 2023, Center for Open Science

    Theresa Dicke

  28. The happy-fish-little-pond effect on enjoyment: Generalizability across multiple domains and countries

    Article • Learning and Instruction, June 2023, Elsevier

    Herb Marsh, Theresa Dicke

  29. A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.

    Article • Journal of Educational Psychology, May 2023, American Psychological Association (APA)

    Michael Noetel, Professor Nikos Ntoumanis, Theresa Dicke, Richard Ryan, A/Prof Chris Lonsdale

  30. The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018

    Article • Scientific Studies of Reading, February 2023, Taylor & Francis

    Theresa Dicke, Herb Marsh

  31. Prediction Versus Explanation in Educational Psychology: A Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education

    Article • November 2022, Center for Open Science

    Theresa Dicke

  32. School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.

    Article • Journal of Educational Psychology, April 2022, American Psychological Association (APA)

    Philip Parker, Herb Marsh, Theresa Dicke, Jiesi Guo

  33. High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests.

    Article • Journal of Educational Psychology, April 2022, American Psychological Association (APA)

    Herb Marsh, Theresa Dicke, Philip Parker, Jiesi Guo, Emma Bradshaw

  34. Individualized teacher frame of reference and student self-concept within and between school subjects.

    Article • Journal of Educational Psychology, March 2022, American Psychological Association (APA)

    Herb Marsh, Theresa Dicke, Jens Möller

  35. Mastery-Approach Goals: A Large-Scale Cross-Cultural Analysis of Antecedents and Consequences

    Article • March 2022, Center for Open Science

    Theresa Dicke, Herb Marsh

  36. The Happy-Fish-Little-Pond Effect on Enjoyment: Generalizability Across Multiple Domains and Countries

    Article • February 2022, Center for Open Science

    Herb Marsh, Theresa Dicke

  37. A Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions

    Article • February 2022, Center for Open Science

    Professor Nikos Ntoumanis, Theresa Dicke, Richard Ryan

  38. A Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions

    Article • February 2022, Center for Open Science

    Professor Nikos Ntoumanis, Theresa Dicke, Richard Ryan

  39. Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?

    Article • Journal of Educational Psychology, February 2022, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh, Philip Parker, Jiesi Guo

  40. The immigrant paradox and math self-concept: An SES-of-origin-country hypothesis

    Article • Learning and Instruction, February 2022, Elsevier

    Herb Marsh, Theresa Dicke

  41. The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models

    Article • Assessment, January 2022, SAGE Publications

    Herb Marsh, Theresa Dicke

  42. Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups.

    Article • Journal of Educational Psychology, January 2022, American Psychological Association (APA)

    Herb Marsh, Philip Parker, Theresa Dicke

  43. An Integrative Review of Cross-National Comparisons of Verbal, Relational, and Physical Peer Victimization: Gender Differences, Paradoxical Anti-Bullying Attitudes, and Well-Being

    Article • November 2021, Center for Open Science

    Herb Marsh, Theresa Dicke

  44. School Autonomy Policies Lead to Increases in Principal Autonomy and Job Satisfaction

    Article • November 2021, Center for Open Science

    Herb Marsh, Theresa Dicke

  45. Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion.

    Article • Journal of Educational Psychology, November 2021, American Psychological Association (APA)

    Herb Marsh, Theresa Dicke, Philip Parker, Jiesi Guo

  46. A Systematic Review of Machine Learning for Assessment and Feedback of Treatment Fidelity

    Article • July 2021, Center for Open Science

    Theresa Dicke

  47. School Belonging Predicts whether an Emerging Adult will be Not in Education, Employment, or Training (NEET) after School

    Article • March 2021, Center for Open Science

    Herb Marsh, Theresa Dicke

  48. Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach

    Article • Educational Psychology Review, February 2021, Springer Science + Business Media

    Herb Marsh, Theresa Dicke

  49. Phantom and big-fish-little-pond-effects on academic self-concept and academic achievement: Evidence from English early primary schools

    Article • Learning and Instruction, February 2021, Elsevier

    Theresa Dicke, Herb Marsh

  50. Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect

    Article • Educational Researcher, January 2021, American Educational Research Association (AERA)

    Herb Marsh, Theresa Dicke

  51. The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration With PISA 2018

    Article • November 2020, Center for Open Science

    Theresa Dicke, Herb Marsh

  52. Development in relationship self-concept from high school to university predicts adjustment.

    Article • Developmental Psychology, August 2020, American Psychological Association (APA)

    Philip Parker, Theresa Dicke, Herb Marsh

  53. Job satisfaction of teachers and their principals in relation to climate and student achievement.

    Article • Journal of Educational Psychology, September 2019, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh

  54. A tale of two quests: The (almost) non-overlapping research literatures on students' evaluations of secondary-school and university teachers

    Article • Contemporary Educational Psychology, July 2019, Elsevier

    Theresa Dicke, Herb Marsh

  55. Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony

    Article • Multivariate Behavioral Research, June 2019, Taylor & Francis

    Theresa Dicke, Herb Marsh, Philip Parker

  56. A macro context theory of academic self-concept: Ability stratification and the big-fish-little-pond effect

    Article • June 2019, Center for Open Science

    Theresa Dicke, Herb Marsh

  57. Countries, parental occupation, and girls' interest in science

    Article • The Lancet, February 2019, Elsevier

    Theresa Dicke, Herb Marsh

  58. A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling

    Article • Structural Equation Modeling A Multidisciplinary Journal, January 2019, Taylor & Francis

    Herb Marsh, Philip Parker, Theresa Dicke, Jiesi Guo

  59. Effects of Physical Activity on the Physical and Psychosocial Health of Youth With Intellectual Disabilities: A Systematic Review and Meta-Analysis

    Article • Journal of Physical Activity and Health, January 2019, Human Kinetics

    A/Prof Chris Lonsdale, Theresa Dicke

  60. Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data

    Article • Learning and Instruction, December 2018, Elsevier

    Theresa Dicke, Herb Marsh

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

    Article • Journal of Educational Psychology, November 2018, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh

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

    Article • Psychological Methods, September 2018, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh

  63. What is the difference between Academic Self-Concept and Academic Self-efficacy

    Article • Journal of Educational Psychology, July 2018, American Psychological Association (APA)

    Herb Marsh, Reinhard Pekrun, Theresa Dicke

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

    Article • Frontiers in Psychology, April 2018, Frontiers

    Theresa Dicke, Herb Marsh

  65. Inequity and Excellence in Academic Performance: Evidence From 27 Countries

    Article • American Educational Research Journal, April 2018, American Educational Research Association (AERA)

    Theresa Dicke, Herb Marsh

  66. A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model.

    Article • Journal of Occupational Health Psychology, April 2018, American Psychological Association (APA)

    Theresa Dicke

  67. An information distortion model of social class differences in math self-concept, intrinsic value, and utility value.

    Article • Journal of Educational Psychology, April 2018, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh, Dr Jake Anders

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

    Article • Developmental Psychology, February 2018, American Psychological Association (APA)

    Herb Marsh, Theresa Dicke

  69. Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

    Article • Learning and Instruction, June 2017, Elsevier

    Theresa Dicke, Herb Marsh

  70. 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.

    Article • Journal of Educational Psychology, January 2017, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh

  71. „Doppelter Praxisschock“ auf dem Weg ins Lehramt? Verlauf und potenzielle Einflussfaktoren emotionaler Erschöpfung während des Vorbereitungsdienstes und nach dem Berufseintritt

    Article • Psychologie in Erziehung und Unterricht, September 2016, Ernst Reinhardt, GmbH & Co. KG

    Theresa Dicke

  72. Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models.

    Article • Developmental Psychology, January 2016, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh

  73. Pädagogisch-psychologisches Professionswissen von Lehrkräften: Evaluation des ProwiN-Tests

    Article • Zeitschrift für Erziehungswissenschaft, May 2015, Springer Science + Business Media

    Theresa Dicke

  74. Reducing reality shock: The effects of classroom management skills training on beginning teachers

    Article • Teaching and Teacher Education, May 2015, Elsevier

    Theresa Dicke

  75. Assessing Teachers’ Educational Knowledge

    Article • Zeitschrift für Experimentelle Psychologie, April 2015, Hogrefe Publishing Group

    Theresa Dicke

  76. Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

    Article • Contemporary Educational Psychology, April 2015, Elsevier

    Theresa Dicke

  77. Teachers’ knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior

    Article • Studies In Educational Evaluation, March 2015, Elsevier

    Theresa Dicke

  78. Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

    Article • Journal of Educational Psychology, January 2014, American Psychological Association (APA)

    Theresa Dicke, Herb Marsh

  79. Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?

    Article • Zeitschrift für Erziehungswissenschaft, November 2012, Springer Science + Business Media

    Theresa Dicke