Oliver Lüdtke
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Education Psychology
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(Suggest an Edit or Addition)Oliver Lüdtke's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering. (2005) (1090)
- Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009) (872)
- A new look at the big five factor structure through exploratory structural equation modeling. (2010) (783)
- Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept (2009) (768)
- The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. (2008) (622)
- Emotional transmission in the classroom : exploring the relationship between teacher and student enjoyment (2009) (572)
- Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012) (445)
- A random walk down university avenue: life paths, life events, and personality trait change at the transition to university life. (2011) (415)
- Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling (2009) (405)
- Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error (2009) (397)
- Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006) (395)
- Tracking, grading, and student motivation : Using group composition and status to predict self-concept and interest in ninth-grade mathematics (2006) (381)
- Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns (2008) (374)
- Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities (2011) (365)
- Short assessment of the Big Five: robust across survey methods except telephone interviewing (2011) (360)
- Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. (2012) (354)
- What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008) (353)
- The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008) (348)
- Why item parcels are (almost) never appropriate: two wrongs do not make a right--camouflaging misspecification with item parcels in CFA models. (2013) (347)
- Between- and within-domain relations of students' academic emotions. (2007) (333)
- Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept. (2006) (332)
- Do Girls Really Experience More Anxiety in Mathematics? (2013) (315)
- Integration of multidimensional self-concept and core personality constructs: construct validation and relations to well-being and achievement. (2006) (311)
- Military Training and Personality Trait Development (2012) (276)
- Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes (2008) (228)
- The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007) (210)
- Academic self-concept and emotion relations: Domain specificity and age effects (2010) (206)
- Engagement and emotional exhaustion in teachers: Does the school context make a difference? (2008) (202)
- A 2 × 2 taxonomy of multilevel latent contextual models: accuracy-bias trade-offs in full and partial error correction models. (2011) (202)
- Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data (2007) (198)
- How different mentoring approaches affect beginning teachers' development in the first years of practice (2013) (194)
- Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement. (2009) (193)
- Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011) (188)
- The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?. (2010) (184)
- Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. (2016) (183)
- Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment (2017) (175)
- Epistemological beliefs, school achievement, and college major : A large-scale longitudinal study on the impact of certainty beliefs (2007) (172)
- Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. (2009) (165)
- Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. (2010) (162)
- Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship (2018) (159)
- Students' Self-Reported Effort and Time on Homework in Six School Subjects: Between-Students Differences and Within-Student Variation. (2007) (149)
- Does parental homework involvement mediate the relationship between family background and educational outcomes (2012) (146)
- Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track (2009) (145)
- Effort on homework in grades 5-9: development, motivational antecedents, and the association with effort on classwork. (2006) (138)
- Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains (2013) (137)
- Teacher frame of reference and the big-fish-little-pond effect (2005) (135)
- Social Comparison and Big-Fish-Little-Pond Effects on Self-Concept and Other Self-Belief Constructs: Role of Generalized and Specific Others. (2008) (134)
- Construct validity of student perceptions of instructional quality is high, but not perfect: Dimensionality and generalizability of domain-independent assessments (2013) (117)
- Multiple Imputation of Multilevel Missing Data (2016) (116)
- The differential effects of school tracking on psychometric intelligence : Do academic-track schools make students smarter? (2012) (113)
- Cherish yourself: longitudinal patterns and conditions of self-esteem change in the transition to young adulthood. (2013) (110)
- Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014) (110)
- Goal and Personality Trait Development in a Transitional Period: Assessing Change and Stability in Personality Development (2009) (107)
- Dimensional Comparison Theory : Paradoxical relations between self-beliefs and achievements in multiple domains (2015) (107)
- Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. (2009) (104)
- The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries (2009) (104)
- Whose "Storm and Stress" Is It? Parent and Child Reports of Personality Development in the Transition to Early Adolescence. (2017) (100)
- Personality and relationship quality during the transition from high school to early adulthood. (2012) (99)
- Big-Fish-Little-Pond effect (2006) (98)
- Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement (2009) (95)
- The structure of vocational interests in Germany: Different methodologies, different conclusions (2010) (90)
- Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen (2009) (89)
- Multiple Imputation of Missing Data for Multilevel Models (2018) (89)
- Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017) (89)
- Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains (2016) (86)
- Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental socioeconomic status. (2015) (83)
- Multiple Imputation of Missing Data in Multilevel Designs: A Comparison of Different Strategies (2017) (83)
- Vocational Interests Assessed at the End of High School Predict Life Outcomes Assessed 10 Years Later Over and Above IQ and Big Five Personality Traits (2017) (78)
- Contrast and Assimilation Effects of Dimensional Comparisons in Five Subjects: An Extension of the I/E Model. (2015) (77)
- Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality (2014) (76)
- Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects (2008) (73)
- Longitudinal study of preadolescent sport self-concept and performance: reciprocal effects and causal ordering. (2007) (73)
- Improving second language skills of immigrant students : A field trial study evaluating the effects of a summer learning program (2012) (70)
- Exploring Factor Model Parameters across Continuous Variables with Local Structural Equation Models (2016) (69)
- The Stability of Extreme Response Style and Acquiescence Over 8 Years (2016) (68)
- Social dominance in adolescence: the moderating role of the classroom context and behavioral heterogeneity. (2009) (65)
- Predicting global and topic-specific certainty beliefs: domain-specificity and the role of the academic environment. (2007) (65)
- Longitudinal transactions between personality and occupational roles: a large and heterogeneous study of job beginners, stayers, and changers. (2014) (59)
- What makes good and bad days for beginning teachers? A diary study on daily uplifts and hassles (2017) (59)
- Who Belongs to Me? Social Relationship and Personality Characteristics in the Transition to Young Adulthood (2014) (57)
- The Internal/External Frame of Reference Model Revisited: Incorporating General Cognitive Ability and General Academic Self-Concept (2008) (57)
- Personality Traits Moderate the Big-Fish-Little--Pond Effect of Academic Self-Concept. (2012) (57)
- Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013) (56)
- Professional Development Across the Teaching Career (2014) (55)
- The First Partnership Experience and Personality Development (2014) (53)
- A general and flexible approach to estimating the social relations model using Bayesian methods. (2013) (50)
- Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? (2015) (50)
- Cultural, social, and economic capital constructs in international assessments: an evaluation using exploratory structural equation modeling (2014) (50)
- Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective (2013) (49)
- Who becomes a teacher? Challenging the "negative selection" hypothesis * (2015) (49)
- Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies (2013) (49)
- The Janus-faced nature of time spent on homework: Using latent profile analyses to predict academic achievement over a school year (2015) (47)
- Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018) (46)
- Multiple imputation of missing covariate values in multilevel models with random slopes: a cautionary note (2016) (44)
- Test-taking engagement in PIAAC (2016) (44)
- Academic tracking is related to gains in students' intelligence over four years: Evidence from a propensity score matching study (2017) (42)
- Self-esteem Is Mostly Stable Across Young Adulthood: Evidence from Latent STARTS Models. (2016) (42)
- Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics (2017) (42)
- Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition (2013) (40)
- Does Personality Become More Stable With Age? Disentangling State and Trait Effects for the Big Five Across the Life Span Using Local Structural Equation Modeling (2019) (40)
- Dyadic longitudinal interplay between personality and relationship satisfaction: A focus on neuroticism and self-esteem (2014) (39)
- A Bayesian Approach for Estimating Multilevel Latent Contextual Models (2016) (39)
- Pooling ANOVA Results From Multiply Imputed Datasets (2016) (37)
- Between-Domain Relations of Academic Emotions: Does Having the Same Instructor Make a Difference? (2010) (37)
- A Bayesian Approach to More Stable Estimates of Group-Level Effects in Contextual Studies (2015) (36)
- A person-centered approach to homework behavior: Students’ characteristics predict their homework learning type (2017) (36)
- Assessing the instructional quality of private tutoring and its effects on student outcomes: Analyses from the German National Educational Panel Study (2019) (34)
- A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling (2019) (32)
- Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality. (2020) (32)
- Agency-communion and interest in prosocial behavior: social motives for assimilation and contrast explain sociocultural inconsistencies. (2014) (32)
- Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes (2017) (32)
- Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies: Results from 81 Countries for Planning Group-Randomized Trials in Education (2018) (31)
- Nested multiple imputation in large-scale assessments (2014) (31)
- Judging students' achievement goal orientations: Are teacher ratings accurate? (2012) (31)
- The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School (2016) (29)
- Aggregating to the between-person level in idiographic research designs: Personal goal research as an example of the need to distinguish between reliability and homogeneity (2007) (28)
- More Stable Estimation of the STARTS Model: A Bayesian Approach Using Markov Chain Monte Carlo Techniques (2017) (28)
- Classroom composition and language minority students’ motivation in language lessons. (2015) (28)
- Expectancy-Value Theory revisited: From Expectancy-Value Theory to Expectancy-ValueS Theory? (2013) (27)
- Student tracking and the powerful effects of opt-in courses on self-concept: reflected-glory effects do exist after all (2005) (27)
- On the Performance of Bayesian Approaches in Small Samples: A Comment on Smid, McNeish, Miocevic, and van de Schoot (2020) (2020) (26)
- A Critique of the Random Intercept Cross-Lagged Panel Model (2021) (25)
- Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality (2012) (25)
- Linking errors in international large-scale assessments: calculation of standard errors for trend estimation (2019) (25)
- Self-esteem development in the school context: The roles of intrapersonal and interpersonal social predictors. (2018) (24)
- Multiple Imputation of Missing Data at Level 2: A Comparison of Fully Conditional and Joint Modeling in Multilevel Designs (2017) (24)
- Test-Taking Engagement in PIAAC. OECD Education Working Papers, No. 133. (2016) (24)
- Are Personality Traits and Relationship Characteristics Reciprocally Related? Longitudinal Analyses of Codevelopment in the Transition out of High School and Beyond (2019) (23)
- Personality traits and living arrangements in young adulthood: selection and socialization. (2014) (23)
- Regression models involving nonlinear effects with missing data: A sequential modeling approach using Bayesian estimation. (2020) (22)
- The merits of representational pictures in educational assessment: Evidence for cognitive and motivational effects in a time-on-task analysis (2017) (20)
- 15 Upper secondary education in academic school tracks and the transition from school to postsecondary education and the job market (2011) (19)
- A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies (2020) (19)
- The Onset of Rapid-Guessing Behavior Over the Course of Testing Time: A Matter of Motivation and Cognitive Resources (2019) (19)
- Mean Comparisons of Many Groups in the Presence of DIF: An Evaluation of Linking and Concurrent Scaling Approaches (2020) (19)
- Is emotional exhaustion only the result of work experiences? A diary study on daily hassles and uplifts in different life domains (2020) (19)
- The Enriching Interplay between Openness and Interest: A Theoretical Elaboration of the OFCI Model and a First Empirical Test (2018) (18)
- Assessing Within-Group Agreement (2009) (18)
- Owner of a lonely heart: The stability of loneliness across the life span. (2020) (18)
- Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference? (2020) (18)
- Effects of grade retention on students’ motivation: A longitudinal study over 3 years of secondary school. (2019) (18)
- School or Work? The Choice May Change Your Personality (2018) (17)
- Acceleration in Elementary School: Using Propensity Score Matching to Estimate the Effects on Academic Achievement. (2014) (17)
- Reanalysis of the German PISA Data: A Comparison of Different Approaches for Trend Estimation With a Particular Emphasis on Mode Effects (2020) (17)
- A review of different scaling approaches under full invariance, partial invariance, and noninvariance for cross-sectional country comparisons in large-scale assessments (2020) (17)
- The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators (2019) (16)
- The dynamics of real-time classroom emotions: Appraisals mediate the relation between students’ perceptions of teaching and their emotions. (2020) (16)
- The dimensional structure of students’ self-concept and interest in science depends on course composition (2019) (16)
- An extension of the invariance alignment method for scale linking (2020) (16)
- Missing data in multilevel research. (2019) (15)
- Performance decline in low-stakes educational assessments: different mixture modeling approaches (2017) (13)
- Are there test administrator effects in large-scale educational assessments? Using cross-classified multilevel analysis to probe for effects on mathematics achievement and sample attrition (2007) (13)
- Integration of personality constructs: The role of traits and motivation in the willingness to exert effort in academic and social life domains (2014) (13)
- Representing the circles in our minds: confirmatory factor analysis of circumplex structures and profiles (2009) (13)
- A well-rounded view: Using an interpersonal approach to predict achievement by academic self-concept and peer ratings of competence (2017) (13)
- Extension Procedures for Confirmatory Factor Analysis (2017) (12)
- Running head : ANOVA FROMMULTIPLY IMPUTED DATA 1 Pooling ANOVA Results From Multiply Imputed Datasets : A Simulation Study (2016) (12)
- A Comparison of Penalized Maximum Likelihood Estimation and Markov Chain Monte Carlo Techniques for Estimating Confirmatory Factor Analysis Models With Small Sample Sizes (2020) (12)
- The Predictive Validity of Teachers’ Personality, Cognitive and Academic Abilities at the End of High School on Instructional Quality in Germany: A Longitudinal Study (2020) (12)
- A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom (2020) (12)
- On the Treatment of Missing Data in Background Questionnaires in Educational Large-Scale Assessments: An Evaluation of Different Procedures (2020) (11)
- Modeling Test Context Effects in Longitudinal Achievement Data: Examining Position Effects in the Longitudinal German PISA 2012 Assessment (2016) (11)
- Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports. (2021) (11)
- Day-to-day variation in competence beliefs: How autonomy support predicts young adolescents' felt competence (2008) (11)
- Teachers' well-being and the quality of instruction : The important role of self-regulatory patterns (2007) (10)
- Predicting Homework Effort (2006) (10)
- Majoring in Selection, and Minoring in Socialization: The Role of the College Experience in Goal Change Post-High School. (2016) (10)
- Using Multilevel Mixture Models in Educational Research: An Illustration with Homework Research (2019) (10)
- Integrating Covariates into Social Relations Models: A Plausible Values Approach for Handling Measurement Error in Perceiver and Target Effects (2018) (10)
- The Kind of Student You Were in Elementary School Predicts Mortality. (2016) (10)
- Against all odds – is a more differentiated view of personality development in emerging adulthood needed? The case of young apprentices (2018) (9)
- Skipping to the bigger pond: Examining gender differences in students’ psychosocial development after early acceleration (2016) (9)
- Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model. (2020) (9)
- Student Characteristics and Behaviours in Childhood Predict Self–reported Health in Middle Adulthood (2016) (9)
- Multilevel issues in international large-scale assessment studies on student performance (2008) (9)
- A Comparison of Different Approaches for Estimating Cross-Lagged Effects from a Causal Inference Perspective (2022) (9)
- Analysis of Interactions and Nonlinear Effects with Missing Data: A Factored Regression Modeling Approach Using Maximum Likelihood Estimation (2019) (8)
- Multiple imputation of missing data in multilevel models with the R package mdmb: a flexible sequential modeling approach (2021) (8)
- Maximum likelihood estimation of a social relations structural equation model (2020) (7)
- Therapy experience in naturalistic observational studies is associated with negative changes in personality (2017) (7)
- Causal Inference with Multilevel Data: A Comparison of Different Propensity Score Weighting Approaches (2020) (7)
- A three-dimensional taxonomy of achievement emotions. (2023) (7)
- Integrating covariates into circumplex structures: an extension procedure for Browne’s circular stochastic process model (2019) (7)
- Reflections on Analytical Choices in the Scaling Model for Test Scores in International Large-Scale Assessment Studies (2021) (6)
- Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives (2022) (6)
- Global Certainty Beliefs and College Major: How Strong Are Socialization Effects? (2008) (6)
- Using Dynamic Panel Models to Study Age–Related Differences and Time–Related Changes in Personality (2019) (6)
- Perspective matters: The internal/external frame of reference model for self- and peer ratings of achievement (2017) (5)
- Similarity of vocational interest profiles within families: A person‐centered approach for examining associations between circumplex profiles (2018) (5)
- Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School (2020) (5)
- Some thoughts on analytical choices in the scaling model for test scores in international large-scale assessment studies (2022) (5)
- Using the theory of planned behavior to predict teachers’ likelihood of taking a competency-based approach to instruction (2019) (5)
- Childhood personality and teacher ratings of conscientiousness predict career success four decades later (2014) (4)
- Predicting Academic Effort (2019) (4)
- The longitudinal interplay of personality and school experiences in adolescence (2022) (4)
- Stability and change in life goals in the transition from school to work : Selection, environmental fit, and socialization processes (2007) (4)
- Integrating the big-fish-little-pond effect, the basking-in-reflected-glory effect, and the internal/external frame of reference model predicting students’ individual and collective academic self-concepts (2021) (3)
- Using synthetic data to improve the reproducibility of statistical results in psychological research. (2021) (3)
- Make the Military ? Military Training and Personality Trait Development : Does the Military Make the Man , or Does the Man (2012) (3)
- Methodological Challenges in Assessing the Causal Effects of Teaching (2021) (3)
- Testing Competing Hypotheses on the Interplay of Importance and Support of the Basic Psychological Needs at Work and Personality Development with Response Surface Analysis (2019) (3)
- Analyzing Longitudinal Social Relations Model Data Using the Social Relations Structural Equation Model (2021) (3)
- Personality and psychosocial functioning in early adolescence: Age-differential associations from the self- and parent perspective (2021) (3)
- The role of academic self-concept and interest in determining academic achievement (2004) (2)
- Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics (2017) (2)
- Commentary Regarding the Section “Modelling the Effectiveness of Teaching Quality” (2020) (2)
- A machine learning-based procedure for leveraging clickstream data to investigate early predictability of failure on interactive tasks (2022) (2)
- Meta‐analyzing individual participant data from studies with complex survey designs: A tutorial on using the two‐stage approach for data from educational large‐scale assessments (2022) (2)
- Missing-Data-Analyse (2010) (2)
- What makes for a pleasant social experience in adolescence? The role of perceived social interaction behavior in associations between personality traits and momentary social satisfaction (2020) (2)
- Class-average achievement and individual achievement development: Testing achievement composition and peer spillover effects using five German longitudinal studies. (2021) (1)
- Juxtaposition of multi-dimensional self-concept and personality constructs in educational settings : construct validity in relation to academic outcomes (2005) (1)
- ANCOVA versus Change Score for the Analysis of Nonexperimental Two-Wave Data: A Structural Modeling Perspective (2020) (1)
- A Bayesian Approach to Estimating Reciprocal Effects with the Bivariate STARTS Model. (2022) (1)
- The role of interpersonal perceptions of social inclusion and personality in momentary self-esteem and self-esteem reactivity (2022) (1)
- Separating PIAAC competencies from general cognitive skills: A dimensionality and explanatory analysis (2021) (1)
- Conscientiousness and Cognitive Ability as Predictors of Academic Achievement: Evidence of Synergistic Effects From Integrative Data Analysis (2022) (1)
- The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models (2022) (1)
- Why Full, Partial, or Approximate Measurement Invariance Are Not a Prerequisite for Meaningful and Valid Group Comparisons (2023) (0)
- Different Forces, Same Consequence (2009) (0)
- Educational Outcome Measures (2013) (0)
- Teaching quality and students’ emotions : An experience-sampling approach (2013) (0)
- Skills at School Enrollment Measure (2015) (0)
- PLEASE SCROLL DOWN FOR ARTICLE Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models (0)
- The gender gap in math anxiety : Contradictory findings from trait versus state assessments (2013) (0)
- Handling missing data in cross-classified multilevel analyses: An evaluation of different multiple imputation approaches (2022) (0)
- Pooling methods for likelihood ratio tests in multiply imputed data sets. (2021) (0)
- The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire (2023) (0)
- Methodological and statistical aspects of assessing educational environments (2007) (0)
- Supplemental Material: A critique of the random intercept cross-lagged panel model (2021) (0)
- School Adjustment Measure (2018) (0)
- Different pathways, same effects: Autonomous goal regulation is associated with subjective well-being during the post-school transition (2012) (0)
- Multiple imputation of missing covariate values in multilevel models with random slopes: a cautionary note (2015) (0)
- Academic Self-Concept Measure (2015) (0)
- Reciprocal relationships between parental and scholastic homework assistance and students’ academic functioning at elementary school (2023) (0)
- Upper Secondary Education in Academic School Tracks and the Transition from School to Postsecondary Education and the Job Market (2019) (0)
- A Bayesian Approach to Estimating Reciprocal Effects with the Bivariate STARTS Model using Markov Chain Monte Carlo (2021) (0)
- Accounting for careless and insufficient effort responding in large-scale survey data—development, evaluation, and application of a screen-time-based weighting procedure (2023) (0)
- Assessing the effects of student perceptions of instructional quality: A cross-subject within-student design (2022) (0)
- The Homework-Achievement Association 3 Chameleon Effects in Homework Research : The Homework-Achievement Association Depends on the Measures Used and the Level of Analysis Chosen Does homework enhance students ’ achievement levels ? (2015) (0)
- Using the theory of planned behavior to predict teachers’ likelihood of taking a competency-based approach to instruction (2017) (0)
- Some thoughts on analytical choices in the scaling model for test scores in international large-scale assessment studies (2022) (0)
- [Review of the book Lineare Modelle: Regressions- und Varianzanalysen] (2003) (0)
- Mentor Teacher Measure (2018) (0)
- Supplemental Material: A Comparison of Penalized Maximum Likelihood Estimation and Markov Chain Monte Carlo Techniques for Estimating Confirmatory Factor Analysis Models with Small Sample Sizes (2021) (0)
- School Leaders’ Self-Efficacy and Job Satisfaction Over Nine Annual Waves: A Substantive-Methodological Synergy Juxtaposing Competing Models of Directional Ordering (2023) (0)
- Comparing the score interpretation across modes in PISA: an investigation of how item facets affect difficulty (2023) (0)
- Parental Homework Involvement Measure (2013) (0)
- Constructivist- and Transmission-Oriented Mentoring Measure (2018) (0)
- Performance decline in low-stakes educational assessments: different mixture modeling approaches (2017) (0)
- The transition from school to university: The role of interests and abilities in choice behavior (2007) (0)
- An empirical analysis of the performance of simple decision heuristics in dynamic environments (2014) (0)
- Intercoder-reliability for coding occupations according to ISCO-88 and the validity of socio-economic status (2009) (0)
- Erratum to: Maximum Likelihood Estimation of a Social Relations Structural Equation Model (2021) (0)
- Instructional Quality of Private Tutoring Scale (2020) (0)
- Nested multiple imputation in large-scale assessments (2014) (0)
- Homework Effort Measures (2016) (0)
- Supplementary Materials For: Exploratory Structural Equation Modeling (2012) (0)
- What makes lessons interesting? An investigating of situational and individual factors in three school subjects (2007) (0)
- Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany (2023) (0)
- Educational Inequalities at the Intersection of Multiple Social Categories: An Introduction and Systematic Review of the Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) Approach (2023) (0)
- Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures (2023) (0)
- Erratum to: Maximum Likelihood Estimation of a Social Relations Structural Equation Model (2021) (0)
- Teaching Characteristics Measure (2014) (0)
- Classroom Management and Social Support Measure (2018) (0)
- Antecedents and Effects of Students' Emotions During Homework in Mathematics : A Longitudinal Approach (2011) (0)
- Teachers' Emotional Exhaustion Is Related to Students' Achievement: Evidence from a Large-Scale Assessment Study. (2016) (0)
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