Theresa Dicke - Concepedia

Author

Theresa Dicke

Australian Catholic University ORCID

Also Known As

Dicke, Theresa, Theresa Dicke, Theresa Dicke et al.

115

Publications

5.1K

Citations

H-Index

124

Concepts

All Affiliations

Australian Catholic University University of Oxford University of Duisburg-Essen Western Sydney University University of Essex

About

Theresa Dicke is an author at Australian Catholic University specializing in education, educational psychology, and psychology.

Top Concepts

#	Concept	H-Index	Publications	Citations
1	Education	23	29	2.4K
2	Management	4	4	225
3	Business	1	1	275
4	Engineering	1	1	56
5	Health Sciences	1	1	169

Theresa Dicke

Publications

4.5K

Citations

H-Index

Page 1

	Year	Citations
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Journal of Educational Psychology	2018	498
Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), and Set-ESEM: Optimal Balance Between Goodness of Fit and Parsimony Herbert W. Marsh, Jiesi Guo, Theresa Dicke, Multivariate Behavioral Research	2019	371
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Theresa Dicke, Philip D. Parker, Herbert W. Marsh, Journal of Educational Psychology Emotional ExhaustionEducational PsychologyMediation ModelTeacher-student RelationEducation	2014	345
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Asghar Ahmadi, Michael Noetel, Philip D. Parker, Journal of Educational Psychology	2023	339
Reducing reality shock: The effects of classroom management skills training on beginning teachers Theresa Dicke, Jill Elling, Annett Schmeck, Teaching and Teacher Education Teacher EducationPerformance StudiesTeachingClassroom Management StrategyEducation	2015	317
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Herbert W. Marsh, Reinhard Pekrun, Kou Murayama, Developmental Psychology	2017	291
A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Theresa Dicke, Ferdinand Stebner, Christina Linninger, Journal of Occupational Health Psychology Educational PsychologyTeacher-student RelationEducationHuman Resource ManagementWorker Well-being	2017	275
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups. Herbert W. Marsh, Jiesi Guo, Philip D. Parker, Psychological Methods Factor ModelsSocial PsychologyEducationPsychometricsClassical Test Theory	2017	271
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals Theresa Dicke, Herbert W. Marsh, Philip Riley, Frontiers in Psychology	2018	264
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge Theresa Dicke, Philip D. Parker, Doris Holzberger, Contemporary Educational Psychology Teacher EducationEmotional ExhaustionLatent ChangesEducational PsychologyMotivation	2014	198

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