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The British Journal of Educational Psychology|February 4, 2017
Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their associationAnne F Weidinger, Ricarda Steinmayr, Birgit SpinathChild Development|April 19, 2017
Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School YearsAnne F Weidinger, Ricarda Steinmayr, Birgit SpinathDevelopmental Psychology|February 8, 2019
Ability self-concept formation in elementary school: No dimensional comparison effects across timeAnne F Weidinger, Ricarda Steinmayr, Birgit SpinathFrontiers in Psychology|August 17, 2019
The Importance of Students' Motivation for Their Academic Achievement - Replicating and Extending Previous FindingsRicarda Steinmayr, Anne F Weidinger, Malte Schwinger, et al.Child Development|October 2, 2008
Longitudinal analysis of intrinsic motivation and competence beliefs: is there a relation over time?Birgit Spinath, Ricarda SteinmayrJournal of Youth and Adolescence|November 10, 2020
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents' Fixed Mindsets and MotivationAnke Heyder, Anne F Weidinger, Ricarda SteinmayrChild Development|September 4, 2025
Re-Examination of the Reciprocal Relation Between Intrinsic Motivation and Competence Beliefs in Math Using the Random-Intercept Cross-Lagged Panel FrameworkPatrick Paschke, Ricarda Steinmayr, Alica Mertens, et al.Child Development|October 24, 2023
The interplay between investment traits and cognitive abilities: Investigating reciprocal effects in elementary school ageSebastian Bergold, Ricarda SteinmayrJournal of Intelligence|June 5, 2019
Personality and Intelligence Interact in the Prediction of Academic AchievementSebastian Bergold, Ricarda SteinmayrJournal of Intelligence|December 27, 2024
Does Students' Level of Intelligence Moderate the Relationship Between Socio-Economic Status and Academic Achievement?Ricarda Steinmayr, Ursula KesselsPageof 5