Aldenderfer, M. S., & Blashfield, R. K. (1984). Cluster analysis. Beverly Hills: Sage.
Alves Martins, M., & Peixoto, F. (2000). Self-esteem, social identity and school achievement in adolescence. Psychology: The Journal of the Hellenic Psychological Society, 7, 278–289.
Alves Martins, M., Peixoto, F., Gouveia Pereira, M., Amaral, V., & Pedro, I. (2002). Self-esteem and academic achievement among adolescents. Educational Psychology, 22, 51–62.
Branscombe, N. R., & Wann, D. L. (1994). Collective self-esteem consequences of out-group derogation when a valued social identity is on trial. European Journal of Social Psychology, 24, 641–657.
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42, 197–205.
Covington, M. V. (1984). The motive for self-worth. In R. E. Ames & C. Ames (Eds.), Research on motivation in education: Student motivations (Vol. 1, pp. 77–113). San Diego: Academic.
Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis with readings, 4th ed.. New Jersey: Prentice-Hall International.
Harter, S. (1988). Manual for the self-perception profile for adolescents. Denver: University of Denver.
Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R. F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (pp. 87–116). New York: Plenum.
Harter, S. (1998). The development of self-representations. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: vol. 3. Social, emotional and personality development (5ª ed., pp. 553–617). New York: Wiley.
Harter, S. (1999). The construction of the self: A developmental perspective. New York: Guilford.
Hoge, D. R., Smit, E. K., & Crist, J. T. (1995). Reciprocal effects of self-concept and academic achievement in sixth and seventh grade. Journal of Youth and Adolescence, 24, 295–314.
Jackson, S. A., Thomas, P. R., & Marsh, H. W. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of Applied Sport Psychology, 13, 129–153.
Judge, T. A., Erez, A., & Bono, J. E. (1998). The power of being positive: The relation between positive self-concept and job performance. Human Performance, 11, 167–187.
Kaplan, H. B. (1982). Self-attitudes and deviant behavior: New directions for theory and research. Youth and Society, 14, 185–211.
Kaplan, H. B., & Lin, C. (2000). Deviant identity as a moderator of the relation between negative self-feelings and deviant behavior. Journal of Early Adolescence, 20, 150–177.
Kaplan, D. S., Peck, B. M., & Kaplan, H. B. (1994). Structural relations model of self-rejection, disposition to deviance, and academic failure. Journal of Educational Research, 87, 166–173.
Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68, 518–130.
Liu, X., Kaplan, H. B., & Risser, W. (1992). Decomposing the reciprocal relationship between academic achievement and general self-esteem. Youth and Society, 24, 123–148.
Lyon, M. A. (1993). Academic self-concept and its relationship to achievement in a sample of junior high school students. Educational and Psychological Measurement, 53, 201–210.
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295.
Marsh, H., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.
Marsh, H. W., & Craven, R. G. (2005). A reciprocal effects model of the causal ordering of self-concept and achievement: New support for the benefits of enhancing self-concept. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research: New frontiers for self research (Vol. 2, pp. 17–51). Greenwich, Connecticut: Information Age Publishing.
Muijs, R. D. (1997). Predictors of academic achievement and academic self-concept: A longitudinal perspective. British Journal of Educational Psychology, 67, 263–277.
Osborne, J. W. (1995). Academics, self-esteem, and race: A look at the underlying assumptions of the disidentification hypothesis. Personality and Social Psychology Bulletin, 21, 449–455.
Peixoto, F. (1998). Auto-conceito(s), auto-estima e resultados escolares: A influência da repetência no(s) auto-conceito(s) e na auto-estima de adolescentes [Self-concept(s), self-esteem and school achievement: The influence of retention in adloescents’ self-concept(s) and self-esteem]. In M. Alves-Martins (Ed.), Actas do IX Colóquio de Psicologia e Educação (pp. 51–69). Lisboa: I.S.P.A.
Peixoto, F. (2003). Auto-estima, autoconceito e dinâmicas relacionais em contexto escolar [Self-esteem, self-concept and relational dynamics in school context]. PhD thesis, Universidade do Minho.
Peixoto, F., & Mata, L. (1993). Efeitos da idade, sexo e nível sócio-cultural no auto-conceito [Effects of age, gender and sócio-cultural level on self-concept]. Análise Psicológica, 11, 401–413.
Peixoto, F., & Almeida, L. S. (1999). Escala de auto-conceito e auto-estima [Self-concept and self-esteem scale]. In A. P. Soares, S. Araújo, & S. Caires (Eds.), Avaliação Psicológica: Formas e Contextos (Vol. VI, pp. 632–640). Braga: APPORT.
Peixoto, F., Alves Martins, M., Mata, L., & Monteiro, V. (1997). Escala de autoconceito para adolescentes de Susan Harter [Harter’ scale of self-concept for adolescents]. In M. Gonçalves, I. Ribeiro, S. Araújo, C. Machado, L. Almeida, & M. Simões (Eds.), Avaliação psicológica: Formas e contextos (Vol. V, pp. 277–284). Braga: APPORT.
Peixoto, F., Alves Martins, Gouveia Pereira, M., Amaral, V., & Pedro, I. (2001). Os grupos de adolescentes na escola: Percepções intra e inter-grupais [Peer groups of adolescents in school: Perceptions intra and inter-group]. Psicologia-Teoria, Investigação e Prática, 6, 79–93.
Robinson, W. P. (1978). O desinteresse escolar no ensino secundário [Disinvestment in school in secondary school]. Análise Psicológica, 2, 23–32.
Robinson, W. P., & Tayler, C. A. (1986). Auto-estima, desinteresse e insucesso escolar em alunos da escola secundária [Self-esteem, disinvestment and school failure in students from secondary school]. Análise Psicológica, 5, 105–113.
Robinson, W. P., & Tayler, C. A. (1991). Correlates of low academic attainment in three countries: England, France and Japan. Análise Psicológica, 9, 277–290.
Robinson, W. P., & Breslav, G. (1996). Academic achievement and self-concept of Latvian adolescents in a changed social context. European Journal of Psychology of Education, 11, 399–410.
Robinson, W. P., Tayler, C. A., & Piolat, M. (1990). School attainment, self-esteem and identity. European Journal of Social Psychology, 20, 1–17.
Senos, J. (1997). Identidade social, auto-estima e Resultados Escolares [Social identity, self-esteem and school achievement]. Análise Psicológica, 15, 123–137.
Senos, J., & Diniz, T. (1998). Auto-estima, resultados escolares e indisciplina. Estudo exploratório numa amostra de adolescentes [Self-esteem, school achievement and misbehavior. Exploratory study with adolescents]. Análise Psicológica, 16, 267–276.
Skaalvik, E. M., & Hagtvet, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292–307.
Tajfel, H. (1983). Grupos humanos e categorias sociais [Human groups and social categories]. Lisbon: Livros Horizonte.
Valentine, J. C., & DuBois, D. L. (2005). Effects of self-beliefs on academic achievement and vice-versa: Separating the chicken from the egg. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research: New frontiers for self research (Vol. 2, pp. 52–77). Greenwich, Connecticut: Information Age Publishing.
Veiga, F. H. (1996). Autoconceito e rendimento dos jovens em matemática e ciências: Análise por grupos com diferente valorização do sucesso [Self-concept and achievement of youth in mathematics and sciences: Analysis by groups differing in valuing achievement]. Revista de Educação, 5, 41–53.
Wetherell, M. (1996). Group conflict and the social psychology of racism. In M. Wetherell (Ed.), Identities, groups and social issues (pp. 175–234). London: Sage.
Wichstrøm, L. (1995). Harter’s self-perception profile for adolescents: Reliability, validity, and evaluation of the question format. Journal of Personality Assessment, 65, 100–116.
Williams, J. M., & Currie, C. (2000). Self-esteem and physical development in early adolescence: Pubertal timing and body image. Journal of Early Adolescence, 20, 129–149.