Meta-Analytic Structural Equation Modelling

By S. Jak. 2015

153 citations recorded by the source corpus.

How researchers see this paper

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

Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019, methodology): “First, a mediation analysis was conducted using metaanalytic structural equation modeling (MASEM; Jak, 2015) to test the extent to which the effect of SRL interventions on achievement is due to changes in students’ engagement in SRL activities.”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, methodology): “In the present study, we updated our meta-analytic sample and used more advanced statistical techniques (MASEM; Cheung & Chan, 2005; Jak, 2015; Jak, Oort, Roorda, & Koomen, 2013; Viswesvaran & Ones, 1995) to examine whether the smaller effect sizes for achievement were actually due to an indirect…”
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education (2019, methodology): “For instance, LBCIs perform better in models targeted at categorical data, random e ﬀ ects, and nonlinear or logistic regression (M. W.-L. Cheung, 2009, 2015).”