Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling.

By Herbert W. Marsh, Benjamin Nagengast, Alexandre J. S. Morin, Roberto Hernan Parada, R. Craven, Linda R. Hamilton. 2011

248 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/36f93fd277984c0c18ade734d55a070aac2dd4e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alexandre J. S. Morin
2. F. Guay
3. Robert J. Vallerand
4. Susan M. Swearer
5. R. Koestner
6. K. Leung
7. Pierre Valois
8. Shelley Hymel

In Safety Research

1. Alexandre J. S. Morin
2. P. Parker
3. Herbert W. Marsh
4. Benjamin Nagengast
5. Adel S. Abduljabbar
6. F. Abdelfattah
7. Robert J. Vallerand
8. Susan M. Swearer

In Social Psychology

1. Alexandre J. S. Morin
2. Herbert W. Marsh
3. P. Parker
4. Robert J. Vallerand
5. Benjamin Nagengast
6. Adel S. Abduljabbar
7. David Litalien
8. F. Guay

Citations in the corpus

• Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale (2015, result): “Most importantly, these results are in line with those from previous ESEM studies in showing the importance of routinely comparing ESEM and CFA solutions, not only in terms of fit, but also in terms of parameter estimates (Marsh et al., 2011; Morin et al., 2013).”
• Four decades of research on school bullying: An introduction. (2015, unknown): “, 2010), but sex differences do not emerge in all studies (e.g., Kokkinos & Panayiotou, 2004; Marsh et al., 2011; Prinstein, Boergers, & Vernberg, 2001; Slonje & Smith, 2008; Storch, Brassard, & Masia-Warner, 2003).”
• Revisiting the Empirical Distinction Between Hedonic and Eudaimonic Aspects of Well-Being Using Exploratory Structural Equation Modeling (2016, background): “The structure of many psychological instruments cannot be represented adequately within a simple CFA approach (Marsh et al. 2011; Marsh et al. 2014).”
• Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. (2015, background): “Unfortunately, with age, bystanders become increasingly passive in their responses and less likely to advocate for victims (Marsh et al., 2011; Trach, Hymel, Waterhouse, & Neale, 2010).”
• Factorial, Convergent, and Discriminant Validity of TIMSS Math and Science Motivation Measures: A Comparison of Arab and Anglo-Saxon Countries (2013, background): “The failure to include these CUs is likely to systematically bias parameter estimates such that correlations among matching latent factors across different domains are systematically inflated (Marsh, Martin, & Debus, 2001; Marsh et al., 2011; Marsh, Parada, & Ayotte, 2004).”
• The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model (2015, result): “Most importantly, these results are in line with those from previous ESEM studies in showing the importance of regularly comparing ESEM and CFA solutions (Marsh et al. 2011; Morin et al. 2013).”