| A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality AJS Morin, AK Arens, HW Marsh Structural Equation Modeling: A Multidisciplinary Journal 23 (1), 116-139, 2016 | 1109 | 2016 |
| Relations between teachers’ emotional exhaustion and students’ educational outcomes. AK Arens, AJS Morin Journal of educational psychology 108 (6), 800, 2016 | 483 | 2016 |
| The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, AK Arens Journal of educational psychology 111 (2), 331, 2019 | 410 | 2019 |
| The twofold multidimensionality of academic self-concept: Domain specificity and separation between competence and affect components. AK Arens, AS Yeung, RG Craven, M Hasselhorn Journal of Educational Psychology 103 (4), 970, 2011 | 271 | 2011 |
| An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. HW Marsh, R Pekrun, K Murayama, AK Arens, PD Parker, J Guo, T Dicke Developmental psychology 54 (2), 263, 2018 | 250 | 2018 |
| Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. AK Arens, HW Marsh, R Pekrun, S Lichtenfeld, K Murayama, R Vom Hofe Journal of Educational Psychology 109 (5), 621, 2017 | 174 | 2017 |
| Exploring sources of construct‐relevant multidimensionality in psychiatric measurement: A tutorial and illustration using the Composite Scale of Morningness AJS Morin, AK Arens, A Tran, H Caci International Journal of Methods in Psychiatric Research 25 (4), 277-288, 2016 | 140 | 2016 |
| Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator? AK Arens, AJS Morin, R Watermann Learning and instruction 39, 184-193, 2015 | 125 | 2015 |
| Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept. HW Marsh, R Pekrun, S Lichtenfeld, J Guo, AK Arens, K Murayama Developmental psychology 52 (8), 1273, 2016 | 112 | 2016 |
| Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender AK Arens, HW Marsh, RG Craven, AS Yeung, E Randhawa, ... Early Childhood Research Quarterly 36, 391-403, 2016 | 95 | 2016 |
| Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. AK Arens, I Schmidt, F Preckel Journal of Educational Psychology 111 (4), 663, 2019 | 77 | 2019 |
| The structure of academic self-concept: A methodological review and empirical illustration of central models AK Arens, M Jansen, F Preckel, I Schmidt, M Brunner Review of educational research 91 (1), 34-72, 2021 | 76 | 2021 |
| Erfassung des Selbstkonzepts im mittleren Kindesalter: Validierung einer deutschen Version des SDQ I AK Arens, U Trautwein, M Hasselhorn Zeitschrift für Pädagogische Psychologie, 2011 | 76 | 2011 |
| Political efficacy in adolescence: Development, gender differences, and outcome relations. AK Arens, R Watermann Developmental psychology 53 (5), 933, 2017 | 64 | 2017 |
| Self-concepts in reading, writing, listening, and speaking: A multidimensional and hierarchical structure and its generalizability across native and foreign languages. AK Arens, M Jansen Journal of Educational Psychology 108 (5), 646, 2016 | 64 | 2016 |
| Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement AK Arens, AC Frenzel, T Goetz The Journal of Experimental Education 90 (3), 615-633, 2022 | 63 | 2022 |
| Social and dimensional comparisons in math and verbal test anxiety: Within-and cross-domain relations with achievement and the mediating role of academic self-concept AK Arens, M Becker, J Möller Contemporary Educational Psychology 51, 240-252, 2017 | 61 | 2017 |
| Age and gender differences in the relation between self-concept facets and self-esteem AK Arens, M Hasselhorn The Journal of Early Adolescence 34 (6), 760-791, 2014 | 61 | 2014 |
| Does the timing of transition matter? Comparison of German students’ self-perceptions before and after transition to secondary school AK Arens, AS Yeung, RG Craven, R Watermann, M Hasselhorn International Journal of Educational Research 57, 1-11, 2013 | 60 | 2013 |
| A short German version of the Self Description Questionnaire I: theoretical and empirical comparability AK Arens, AS Yeung, RG Craven, M Hasselhorn International Journal of Research & Method in Education 36 (4), 415-438, 2013 | 51 | 2013 |
