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Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching
This study is a methodological-substantive synergy, demonstrating the power and flexibility of exploratory structural equation modeling (ESEM) methods that integrate confirmatory and exploratory
A new look at the big five factor structure through exploratory structural equation modeling.
Using ESEM, substantively important questions with broad applicability to personality research that could not be appropriately addressed with the traditional approaches of either EFA or CFA were addressed.
Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.
The positive effects of academic self- Concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature are demonstrated.
The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies.
A new multilevel latent covariate (MLC) approach is introduced that corrects for unreliability at L2 and results in unbiased estimates of L2 constructs under appropriate conditions and suggests when researchers should most appropriately use one, the other, or a combination of both approaches.
Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale
Motivations for preservice teachers’ choice of teaching as a career were investigated using the Factors Influencing Teaching Choice scale (FIT-Choice scale; Watt & Richardson, 2007). This scale was
The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort
Abstract The popular claim that homework time is positively related to achievement and achievement gains was tested in three studies. Time on homework was compared and contrasted with other
Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error
Results are used to test the big-fish-little-pond effect (BFLPE), showing that individual student levels of academic self-concept (L1-ASC) are positively associated with individual level achievement and negatively associated with school-average achievement—a finding with important policy implications for the way schools are structured.
Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept
In this investigation, we used a classic latent profile analysis (LPA), a person-centered approach, to identify groups of students who had similar profiles for multiple dimensions of academic
A random walk down university avenue: life paths, life events, and personality trait change at the transition to university life.
This longitudinal study examined the relation between continuity and change in the Big Five personality traits and life events in German students, revealing 3 main findings.
Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study.
In modern expectancy--value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of