Theresa Dicke
Biographic Data
| ID | 3489663 |
|---|---|
| NAME | Theresa Dicke |
| GIVEN NAMES | Theresa |
| FAMILY NAME | Dicke |
| SIGNATURE | DICKE T |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0001-8868-2242 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 122 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Adolescent flourishing in a digitally connected world: A qualitative systematic review and meta-synthesis
Investigating the effects of class average achievement: Attending a high-achieving class is neither beneficial for student achievement nor for academic self-concept
We test the effects of class-average achievement and teaching quality on students. • Controlling for pre-selection effects strengthened the Big-Fish-little-pond-effect. • Controlling for pre-selection effects weakened the peer spillover effect. • Teacher enthusiasm and classroom management had little added value for achievement. • High class-average achievement does not benefit students’ achievement or self-concept. Research has shown positive ef…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
The association between student–teacher relationship quality and students’ school belonging: A cross-national perspective
School leader well-being under pressure: Emotional and quantitative demands, resilience, and burnout in Australian schools
School leaders are experiencing increasing job demands, high turnover, burnout, and declining well-being. Given the critical role school leaders play in our community, it is crucial to explore the factors contributing to and protecting from these issues. Guided by the Job Demands-Resources Model, this study examines the complex interplay between emotional demands, quantitative demands, resilience, burnout, and job satisfaction among school leader…
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
A high level of teacher self-efficacy is considered to be important for a successful and healthy teaching career. This preregistered meta-analysis focuses on whether and to what degree interventions can promote teacher self-efficacy. We included 115 studies representing 11,284 pre-service and in-service teachers in our meta-analysis. Interventions had a significant, positive effect on the promotion of teachers’ self-efficacy ( g = 0.47, RVE SE = …
Temporal comparison effects on students’ academic self-concepts: An investigation of different comparison periods in the 2I/E model with weighted achievement levels
Wolff F, Petrak A, Dicke T, Möller J. Temporal Comparison Effects on Students' Academic Self-Concepts: An Investigation of Different Comparison Periods in the 2I/E Model With Weighted Achievement Levels. Journal of Educational Psychology . 2024
Teaching with confidence: How a skill-based intervention develops teacher self-efficacy and improves educational outcomes
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
The Equality Paradox: Gender Equality Intensifies Male Advantages in Adolescent Subjective Well-Being
Individuals’ subjective well-being (SWB) is an important marker of development and social progress. As psychological health issues often begin during adolescence, understanding the factors that enhance SWB among adolescents is critical to devising preventive interventions. However, little is known about how institutional contexts contribute to adolescent SWB. Using Programme for International Student Assessment (PISA) 2015 and 2018 data from 78 c…
Individualized teacher frame of reference and student self-concept within and between school subjects
Helm F, Wolff F, Möller J, Zitzmann S, Marsh HW, Dicke T. Individualized teacher frame of reference and student self-concept within and between school subjects. Journal of Educational Psychology . 2023;115(2):309-329
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences
595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive but not negative achievement motives/beliefs; (b) most strongly predictive…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
School autonomy policies lead to increases in principal autonomy and job satisfaction
We explore whether decentralization of decision-making influences school principals’ subjective experience of autonomy, job demands, burnout, and job satisfaction. Using six-years of longitudinal data, we used two Australian education reforms as a natural experiment of the effect of decentralization. Exploiting state-to-state variation in the policies, we used difference-in-differences models, finding that the decentralization policies had a smal…
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state
High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups
How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative whe…
School belonging predicts whether an emerging adult will be not in education, employment, or training (Neet) after school
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion
Burning Passion, Burning Out: The Passionate School Principal, Burnout, Job Satisfaction, and Extending the Dualistic Model of Passion
Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect
Understanding how children’s broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification—the degree to which children of similar levels of ability are schooled together—influences a child’s academic self-concept. This is because countries with more ability stratification should have larger Big-Fi…
Job satisfaction of teachers and their principals in relation to climate and student achievement
Job satisfaction is important for employee well-being and retention, which are both crucial for high-strained occupations such as teachers and school principals. We investigated the structure and relationship of teachers’ job satisfaction (N = 142,280) and principals’ job satisfaction (N = 8,869). Results of structural equation modeling using multilevel bifactor models provide strong evidence for the validity of a model including both specific (s…
Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (Esem), and Set-Esem: Optimal Balance Between Goodness of Fit and Parsimony
CFAs of multidimensional constructs often fail to meet standards of good measurement (e.g., goodness-of-fit, measurement invariance, and well-differentiated factors). Exploratory structural equation modeling (ESEM) represents a compromise between exploratory factor analysis' (EFA) flexibility, and CFA/SEM's rigor and parsimony, but lacks parsimony (particularly in large models) and might confound constructs that need to be kept separate. In Set-E…
Development in relationship self-concept from high school to university predicts adjustment
Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school self-concept predicted all outcomes. Change across the postschool transition in parent and same self-concept al…
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 stu…
Inszenierte Unterrichtsvideovignetten zur Förderung des Wissens um Klassenführung von (angehenden) Lehrkräften
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.
Scalar invariance is an unachievable ideal that in practice can only be approximated; often using potentially questionable approaches such as partial invariance based on a stepwise selection of parameter estimates with large modification indices. Study 1 demonstrates an extension of the power and flexibility of the alignment approach for comparing latent factor means in large-scale studies (30 OECD countries, 8 factors, 44 items, N = 249,840), fo…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German stude…
Reducing reality shock: The effects of classroom management skills training on beginning teachers
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative sample of high school students (Grades 7-10; N = 3,793) who completed the same psychometrically strong, multiitem scales 6 times over a 2-year period, there were reciprocal effects between relational-aggression and relational-victimization factors: aggression led to subsequent victimization and victi…
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences
595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive but not negative achievement motives/beliefs; (b) most strongly predictive…
Teaching with confidence: How a skill-based intervention develops teacher self-efficacy and improves educational outcomes
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect
Understanding how children’s broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification—the degree to which children of similar levels of ability are schooled together—influences a child’s academic self-concept. This is because countries with more ability stratification should have larger Big-Fi…
Inequity and Excellence in Academic Performance: Evidence From 27 Countries
Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) da…
Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung: Ergebnisse einer Delphi-Studie
Development in relationship self-concept from high school to university predicts adjustment
Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school self-concept predicted all outcomes. Change across the postschool transition in parent and same self-concept al…
Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung: Ergebnisse einer Delphi-Studie
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.
While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management…
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
Teachers’ knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
Reducing reality shock: The effects of classroom management skills training on beginning teachers
Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models
The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative sample of high school students (Grades 7-10; N = 3,793) who completed the same psychometrically strong, multiitem scales 6 times over a 2-year period, there were reciprocal effects between relational-aggression and relational-victimization factors: aggression led to subsequent victimization and victi…
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.
Scalar invariance is an unachievable ideal that in practice can only be approximated; often using potentially questionable approaches such as partial invariance based on a stepwise selection of parameter estimates with large modification indices. Study 1 demonstrates an extension of the power and flexibility of the alignment approach for comparing latent factor means in large-scale studies (30 OECD countries, 8 factors, 44 items, N = 249,840), fo…
A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model.
The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, the JD-R model provides an excellent framework for explaining the occupational well-being of beginning teachers-an occupation associated with particularly high levels of strain and consequently, high attrition rates. However, the model's assumptions hav…
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German stude…
Inequity and Excellence in Academic Performance: Evidence From 27 Countries
Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) da…
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
This study extends the classic constructive dialogue/debate between self-concept and self-efficacy researchers (Marsh, Roche, Pajares, & Miller, 1997) regarding the distinctions between these 2 constructs. The study is a substantive-methodological synergy, bringing together new substantive, theoretical, and statistical models and developing new tests of the classic jingle-jangle fallacy. We demonstrate that in a representative sample of 3,350 stu…
Inszenierte Unterrichtsvideovignetten zur Förderung des Wissens um Klassenführung von (angehenden) Lehrkräften
Job satisfaction of teachers and their principals in relation to climate and student achievement
Job satisfaction is important for employee well-being and retention, which are both crucial for high-strained occupations such as teachers and school principals. We investigated the structure and relationship of teachers’ job satisfaction (N = 142,280) and principals’ job satisfaction (N = 8,869). Results of structural equation modeling using multilevel bifactor models provide strong evidence for the validity of a model including both specific (s…
Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (Esem), and Set-Esem: Optimal Balance Between Goodness of Fit and Parsimony
CFAs of multidimensional constructs often fail to meet standards of good measurement (e.g., goodness-of-fit, measurement invariance, and well-differentiated factors). Exploratory structural equation modeling (ESEM) represents a compromise between exploratory factor analysis' (EFA) flexibility, and CFA/SEM's rigor and parsimony, but lacks parsimony (particularly in large models) and might confound constructs that need to be kept separate. In Set-E…
Development in relationship self-concept from high school to university predicts adjustment
Helping students adjust to university life is a critical developmental issue. Using longitudinal data from 1652 German late adolescents, this research tested the effect of initial high-school parent, same-sex, and opposite sex self-concept and its change on university dropout intentions, study stress, and study satisfaction. High-school self-concept predicted all outcomes. Change across the postschool transition in parent and same self-concept al…
Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion
Burning Passion, Burning Out: The Passionate School Principal, Burnout, Job Satisfaction, and Extending the Dualistic Model of Passion
Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect
Understanding how children’s broader context influences their development is critical if we are to develop policies that help them flourish. Combining sociological, economic, and psychological literature, we argue that ability stratification—the degree to which children of similar levels of ability are schooled together—influences a child’s academic self-concept. This is because countries with more ability stratification should have larger Big-Fi…
School autonomy policies lead to increases in principal autonomy and job satisfaction
We explore whether decentralization of decision-making influences school principals’ subjective experience of autonomy, job demands, burnout, and job satisfaction. Using six-years of longitudinal data, we used two Australian education reforms as a natural experiment of the effect of decentralization. Exploiting state-to-state variation in the policies, we used difference-in-differences models, finding that the decentralization policies had a smal…
Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state
High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests
Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups
How do peer groups influence academic self-concept formation? We evaluate developmental issues in the big-fish-little-pond effect (BFLPE; negative effects of class-average achievement on math self-concept [MSC]) and its generalizability to peer-group-average achievement (1,017 primary-school students tested in Years 4 and 6, 46 classes, 130 peer groups). The effects of peer-group-average and class-average achievement on MSC were both negative whe…
School belonging predicts whether an emerging adult will be not in education, employment, or training (Neet) after school
Individualized teacher frame of reference and student self-concept within and between school subjects
Helm F, Wolff F, Möller J, Zitzmann S, Marsh HW, Dicke T. Individualized teacher frame of reference and student self-concept within and between school subjects. Journal of Educational Psychology . 2023;115(2):309-329
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences
595,444 adolescents) to examine the relations of MAP goals to four antecedents (workmastery, competitiveness, fear of failure, fixed mindset) and 16 consequences (task-specific motivational, achievement-related, and well-being outcomes), and tested the cross-cultural generalizability of these relations. Results showed that MAP goals were: (a) grounded primarily in positive but not negative achievement motives/beliefs; (b) most strongly predictive…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
Psychology (23 works) · Social Psychology (15 works) · Developmental psychology (13 works) · Mathematics education (12 works) · Academic achievement (7 works) · Motivation and Self-Concept in Sports (7 works) · Structural equation modeling (7 works) · Clinical Psychology (6 works) · Education, Achievement, and Giftedness (6 works) · Self-efficacy (6 works)