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Ze Wang, Ph.D. - Publications

Affiliations: 
2008 University of Missouri - Columbia, Columbia, MO, United States 
Area:
Educational Psychology Education
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7 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2017 Burns MK, Naughton MR, Preast JL, Wang Z, Gordon RL, Robb V, Smith ML. Factors of Professional Learning Community Implementation and Effect on Student Achievement Journal of Educational and Psychological Consultation. 28: 394-412. DOI: 10.1080/10474412.2017.1385396  0.32
2017 Wang Z, Bergin DA. Perceived relative standing and the big-fish-little-pond effect in 59 countries and regions: Analysis of TIMSS 2011 data Learning and Individual Differences. 57: 141-156. DOI: 10.1016/J.Lindif.2017.04.003  0.344
2015 Wang Z. Examining big-fish-little-pond-effects across 49 countries: a multilevel latent variable modelling approach Educational Psychology. 35: 228-251. DOI: 10.1080/01443410.2013.827155  0.306
2014 Wang Z, Bergin C, Bergin DA. Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 29: 517-35. PMID 24708283 DOI: 10.1037/Spq0000050  0.321
2013 Wang Z, Su I. Longitudinal Factor Structure of General Self-Concept and Locus of Control Among High School Students Journal of Psychoeducational Assessment. 31: 554-565. DOI: 10.1177/0734282913481651  0.312
2013 Wang Z, Hu XY, Guo YY. Goal Contents and Goal Contexts: Experiments With Chinese Students Journal of Experimental Education. 81: 105-122. DOI: 10.1080/00220973.2012.678407  0.316
2012 Wang Z, Osterlind SJ, Bergin DA. BUILDING MATHEMATICS ACHIEVEMENT MODELS IN FOUR COUNTRIES USING TIMSS 2003 International Journal of Science and Mathematics Education. 10: 1215-1242. DOI: 10.1007/S10763-011-9328-6  0.63
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