Timothy Z. Keith | Academic Influence

Timothy Z. Keith's AcademicInfluence.com Rankings

Timothy Z. Keith

Psychology

#1503

World Rank

#1819

Historical Rank

#856

USA Rank

Educational Psychology

#83

World Rank

#90

Historical Rank

#36

USA Rank

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Psychology

Timothy Z. Keith's Degrees

PhD Educational Psychology University of Texas at Austin
Masters Educational Psychology University of Texas at Austin
Bachelors Psychology University of Texas at Austin

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Why Is Timothy Z. Keith Influential?

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According to Wikipedia, Timothy Zook Keith is an American psychologist. His research is focused on the nature and measurement of intelligence, understanding school learning, and on the methodologies of confirmatory factor analysis and structural equation modelling, and he is considered a leading authority on in the use of structural equation modeling and confirmatory factor analysis in school psychology. He has been a Fellow of the American Psychological Association since 1991.

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Timothy Z. Keith'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

Multiple Regression and Beyond (2005) (660)
Home Influence on School Learning: Direct and Indirect Effects of Parental Involvement on High School Grades (1987) (471)
Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2014) (469)
The Effects of Four Components of Parental Involvement on Eighth-Grade Student Achievement: Structural Analysis of NELS-88 Data (1995) (432)
Does Parental Involvement Affect Eighth-Grade Student Achievement? Structural Analysis of National Data. (1993) (354)
Parental Involvement, Homework, and TV Time: Direct and Indirect Effects on High School Achievement (1986) (329)
Time spent on homework and high school grades: A large-sample path analysis (1982) (244)
Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?. (2006) (229)
Longitudinal Effects of Parent Involvement on High School Grades: Similarities and Differences Across Gender and Ethnic Groups (1998) (218)
Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests. (2005) (198)
Effects of general and broad cognitive abilities on mathematics achievement. (2008) (192)
Randomized trial of a hypnosis intervention for treatment of hot flashes among breast cancer survivors. (2008) (182)
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010) (177)
Cattell-Horn-Carroll Abilities and Cognitive Tests: What We've Learned from 20 Years of Research. (2010) (159)
Beyond "g": The Impact of "Gf-Gc" Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Test Batteries in the Schools. (1997) (157)
The Three-Stratum Theory of Cognitive Abilities: Test of the Structure of Intelligence across the Life Span. (1995) (153)
Testing models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement. (1992) (151)
Sex differences in latent cognitive abilities ages 6 to 59: Evidence from the Woodcock–Johnson III tests of cognitive abilities (2008) (145)
A Longitudinal Test of a Model of Academic Success for At–Risk High School Students (1997) (133)
WAIS-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches (2013) (130)
Visitation frequency, child support payment, and the father-child relationship postdivorce (1993) (119)
Is There a Causal Relation Between Self-Concept and Academic Achievement?. (1986) (115)
Clinical hypnosis in the treatment of postmenopausal hot flashes: a randomized controlled trial (2012) (107)
Testing a model of school learning: Direct and indirect effects on academic achievement☆ (1991) (99)
Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups. (1999) (98)
Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade. (2015) (95)
Hierarchical and cross-age confirmatory factor analysis of the WISC-III: What does it measure? (1997) (95)
Longitudinal Effects of In-School and Out-of-School Homework on High School Grades (2004) (92)
Now Who Aspires to Teach? (1983) (90)
Parent involvement and achievement in high school. (1991) (89)
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007) (83)
The contribution of general and specific cognitive abilities to reading achievement (2002) (82)
Effects of Manipulable Influences on High School Grades Across Five Ethnic Groups (1992) (80)
Confirmatory Factor Structure of the Kaufman Assessment Battery for Children-Second Edition: Consistency with Cattell-Horn-Carroll Theory. (2007) (72)
What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition) (2001) (71)
A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy. (2013) (67)
Sex differences in latent general and broad cognitive abilities for children and youth: Evidence from higher-order MG-MACS and MIMIC models☆ (2008) (67)
Spearman's law of diminishing returns in hierarchical models of intelligence for children and adolescents (2007) (63)
Confirmatory and Hierarchical Confirmatory Analysis of the Differential Ability Scales (1990) (63)
Do Catholic High Schools Improve Minority Student Achievement? (1985) (62)
Trait Ratings for Automated Essay Grading (2002) (61)
Child and adolescent multidimensional self-concept: A five-instrument factor analysis (2000) (60)
Employment During High School and Student Achievement: Longitudinal Analysis of National Data (2001) (58)
Questioning the K-ABC: What Does It Measure?. (1985) (58)
What Does the WISC-IV Measure?-Validation of the Scoring and CHC-based Interpretative Approaches (2009) (57)
Effects of U.S. Private Schools: A Technical Analysis of Two Recent Claims (1981) (57)
Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition: What does it measure? (2017) (56)
Homework works at school: National evidence for policy changes. (1985) (56)
Higher‐order factor structure of the Differential Ability Scales–II: Consistency across ages 4 to 17 (2010) (56)
WISC-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches (2013) (55)
Independent Confirmatory Factor Analysis of the Cognitive Assessment System (CAS): What Does CAS Measure?. (1999) (53)
Testing for multigroup invariance of second-order WISC-IV structure across China, Hong Kong, Macau, and Taiwan (2010) (52)
Reading and the corpus callosum: an MRI family study of volume and area. (2007) (49)
Hierarchical Factor Analysis of the K-ABC: Testing Alternate Models (1984) (48)
Effects of Self-Concept and Locus of Control On Academic Achievement: a Large-Sample Path Analysis (1986) (46)
Measurement and Statistical Issues in Child Assessment Research (2013) (46)
The relation between adaptive behavior and intelligence: Testing alternative explanations ☆ (1987) (46)
Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals (2006) (40)
Using Multi-Sample Confirmatory Factor Analysis to Test for Construct Bias: An Example Using the K-ABC (1995) (39)
Effects of Parental Involvement on Eighth Grade Achievement: LISREL Analysis of NELS-88 Data. (1992) (38)
Effects of Parental Involvement on Achievement for Students Who Attend School in Rural America. (1996) (38)
Improvements in interval time tracking and effects on reading achievement (2007) (38)
Path Analysis: An Introduction for School Psychologists. (1988) (37)
Sex Differences in Latent Cognitive Abilities Ages 5 to 17: Evidence from the Differential Ability Scales--Second Edition. (2011) (37)
Comparison of methods for factor extraction for cognitive test-like data: Which overfactor, which underfactor? (2016) (36)
Training Needs of Special Education Paraprofessionals (1988) (35)
Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory (2020) (34)
Use of factor mixture modeling to capture Spearman's law of diminishing returns☆ (2010) (32)
Confirmatory factor analysis of the Stanford-Binet Fourth Edition: Testing the theory-Test match (1988) (32)
Construct Bias in the Differential Ability Scales? Confirmatory and Hierarchical Factor Structure across Three Ethnic Groups (1999) (32)
An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading (2012) (32)
A Multigroup Investigation of Latent Cognitive Abilities and Reading Achievement Relations (2014) (28)
Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III (2018) (27)
Experimental Effects of Radio and Television Distractors on Children's Performance on Mathematics and Reading Assignments (1994) (27)
Joint Factor Structure of the WISC-R and K-ABC for Referred School Children (1987) (26)
The benefits of tutoring: an exploration of expectancy and outcomes (1987) (26)
Independent Examination of the Factor Structure of the Cognitive Assessment System (CAS): Further Evidence Challenging the Construct Validity of the CAS (2000) (25)
Intelligence Is Important, Intelligence Is Complex. (1994) (23)
Latent Variable Structural Equation Models: LISREL in Special Education Research (1993) (23)
Academic Abilities of Persons Entering and Remaining in Special Education (1984) (23)
Factor structure of the K‐ABC for referred school children (1986) (22)
Commentary: Academic Enablers and School Learning (2002) (21)
Technical and Practical Issues in the Structure and Clinical Invariance of the Wechsler Scales (2013) (20)
Computer Analysis of Student Essays: Finding Trait Differences in Student Profile (1997) (20)
Using Path Analysis to Test the Importance of Manipulable Influences on School Learning. (1988) (19)
A special validity study of the Woodcock-Johnson IV: Acting on evidence for specific abilities. (2016) (18)
Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School (2015) (17)
Effects of adaptive behavior on achievement: Path analysis of a national sample. (1987) (17)
Relations Between Minnesota Multiphasic Personality Inventory–A Scales and Rorschach Variables With the Scope and Severity of Maltreatment Among Adolescents (2011) (16)
Human cognitive abilities: A survey of factor-analytic studies: by John B. Canrroll. New York: Cambridge University Press, 1993, ix + 819 pp., $79.95 (cloth), $29.95 (paper), computer disks (results of factor analyses) $49.95☆ (1995) (15)
Efficacy of a biobehavioral intervention for hot flashes: a randomized controlled pilot study (2017) (15)
A Pilot Investigation of Guided Self-Hypnosis in the Treatment of Hot Flashes Among Postmenopausal Women (2013) (11)
The structure of family perceptions among adolescents and their parents: individual satisfaction factors and family system factors. (1995) (11)
An Examination of the Convergent Validity of the ICAR16 and WAIS-IV (2020) (11)
Spearman's law of diminishing returns and the DAS-II: Do g effects on subtest scores depend on the level of g? (2011) (11)
Effects of Improvements in Interval Timing on the Mathematics Achievement of Elementary School Students (2015) (10)
The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth (2015) (10)
Commentary on Kratochwill and Stoiber Research in School Psychology: What Can the Future Hold? (2000) (9)
Using the Woodcock-Johnson III Tests of Cognitive Abilities with Students with Attention Deficit/Hyperactivity Disorder (2003) (9)
Self-Concept and Locus of Control: Are they Causally Related in Secondary Students? (1989) (8)
The Parent Experience of Assessment Scale (PEAS): Development and Relation to Parent Satisfaction (2018) (8)
Social Skills: A Comparison Study (2004) (8)
Confirmatory Factor Structure of the Kaufman Assessment Battery for Children–Second Edition With Preschool Children (2015) (8)
MODERATING EFFECT OF HYPNOTIZABILITY ON HYPNOSIS FOR HOT FLASHES IN BREAST CANCER SURVIVORS. (2011) (7)
Effects of Self-Concept and Locus of Control on Achievement. (1985) (7)
What does the WISC-III measure? A reply to Carroll and Kranzler. (1997) (7)
Age and sex invariance of the International Cognitive Ability Resource (ICAR) (2019) (7)
Gender reality regarding mathematic outcomes of students aged 9 to 15years in Taiwan (2013) (7)
Factor Structure of the McCarthy Scales for Children Experiencing Problems in School. (1980) (6)
Research Methods in School Psychology: An Overview. (1988) (6)
Three and More Independent Variables and Related Issues (2019) (6)
Simple Bivariate Regression (2019) (5)
Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children (2018) (5)
What Predicts Method Effects in Child Behavior Ratings (2015) (5)
Age and Gender Invariance in the Taiwan Wechsler Intelligence Scale for Children, Fifth Edition: Higher Order Five-Factor Model (2020) (5)
Hypnosis Intervention for Sleep Disturbance: Determination of Optimal Dose and Method of Delivery for Postmenopausal Women (2021) (5)
Testing Theories of Learning: Effects on High School Achievement. (1988) (4)
Hierarchical Confirmatory Analysis of the Stanford-Binet Fourth Edition: Testing the Theory--Test Match. (1988) (4)
What Is the "g" That the K-ABC Measures?. (1987) (4)
Who Attend School in Rural America (2008) (4)
Letters: Curriculum, Intelligence, and Causal Research: Responses to Sherman and Schulte, and to Travers (1982) (4)
Personality Inventory for Children-Short Form: Useful for Educational Screening? (1986) (3)
Aspiration and Causal Research: Response to Dole (1984) (2)
Analyzing Path Models Using SEM Programs (2019) (2)
Assessment Research: An Assessment and Recommended Interventions. (1987) (2)
Testing Influences on Student Learning: Direct and Indirect Effects on High School Grades. (1989) (2)
Introduction to a new section of School Psychology Quarterly. (1998) (1)
Multi-Sample Hierarchical Confirmatory Factor Analysis of the WISC-R: An Old Problem Revisited. (1994) (1)
Current practice and future directions in the assessment of intelligence in schools around the world: Comment, with a focus on research methodology (2016) (1)
Unexplored Territory: Writing Instruction (2004) (1)
Methodological Issues in Family-School Partnership Research (2010) (1)
Research methods for profile analysis: Introduction to the special issue. (2000) (1)
Self-Esteem and Home Schooling Socialization Research: A Work in Progress (2000) (1)
The influence of auditory short-term memory on behavior problem development (2015) (1)
Validation of Taiwan WISC-IV by Using Four- and Five-Factor Interpretative Approaches (2015) (1)
Trait Ratings for Automated Essay Grading (2002) (0)
Latent Variable Interactions and Multilevel Modelling in SEM (2019) (0)
Parent Experience of Assessment Scale (2018) (0)
Mediation, Moderation, and Common Cause (2019) (0)
Special Education Program Standards Study. Commonwealth of Virginia. Final Technical Report. (1993) (0)
Weschler Intelligence Test (2009) (0)
Testing for Interactions and Curves With Continuous Variables (2019) (0)
Analysis of Categorical Variables (2019) (0)
Latent Growth Models (2019) (0)
Measurement Invariance of K-ABC II Across Ethnic Groups: (514932007-001) (2006) (0)
Letters: Aspiration and Causal Research: Response to Dole (1984) (0)
Latent Variable Models II (2019) (0)
Student Mathematics Perception and Outcome Survey (2014) (0)
Regression With Categorical and Continuous Variables (2019) (0)
Testing Factor Structure Invariance Across Sexes on the KABC-II: (514922007-001) (2006) (0)
Academic achievement of minority students enrolled in catholic and in public high schools (1982) (0)
Beyond individual tests: Youth's cognitive abilities on their math and writing skills (2023) (0)
Three Types of Multiple Regression (2019) (0)
Confirmatory Factor Analysis I (2019) (0)
Finding Trait Differences in the Student Profile (2012) (0)
Latent Means in SEM (2019) (0)
Intellectual ] hlent Psychometric and Social Issues (2019) (0)
WISC-IV 兩種因素模式解釋取向之效度研究 (2015) (0)
Confirmatory-Factor Analysis of the NEPSY-II for Preschool-Age Children: (635762009-001) (2009) (0)

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