An introduction to multilevel modeling techniques, 2nd ed.

By R. Heck, S. Thomas. 2009

179 citations recorded by the source corpus.

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Citations in the corpus

A general multilevel SEM framework for assessing multilevel mediation. (2010, unknown): “…have implemented multilevel mediation analyses using MSEM for a speciﬁc model and have addressed the indirect effect speciﬁcally (Bauer, 2003; Heck & Thomas, 2009; Rowe, 2003), they did not allow generalizations for random slopes, did not provide a framework that accommodated all possible…”
Alternative Methods for Assessing Mediation in Multilevel Data: The Advantages of Multilevel SEM (2011, background): “See Heck and Thomas (2009), Kaplan (2009), B. O. Muthén and Asparouhov (2008), and Preacher et al. (2010) for more thorough explanations of the general MSEM and its capabilities.”
Testing Factorial Invariance in Multilevel Data: A Monte Carlo Study (2012, methodology): “…that the intercept (vB) of an observed variable (yij ) is defined at the cluster level only and the individual-level intercept, v (as shown in Equation 3) is fixed at zero because an individual score is the combination of both group mean and its deviation from the group mean (Heck & Thomas, 2009).”
Student Involvement in Ethnic Student Organizations: Examining Civic Outcomes 6 Years After Graduation (2015, methodology): “In addition, multilevel analyses are simply considered unnecessary—not incorrect or inappropriate—if the ICC is low (Heck and Thomas 2008). The ICCs for the post-college civic outcomes ranged from 1 % (for cooperativeness and agency for effecting social change) to 7 % (for perceiving unequal opportu”
Everyday Creativity in Daily Life: An Experience-sampling Study of “little c” Creativity (2014, methodology): “Analyzing such data thus typically involves multilevel models, which can accommodate the nested structure of the data (Heck & Thomas, 2009; Silvia, 2007).”
How Much Diversity is Enough? The Curvilinear Relationship Between College Diversity Interactions and First-Year Student Outcomes (2013, methodology): “Although some scholars recommend that multilevel modeling be used if the ICC is at least 5 % (Heck and Thomas 2008), others do not provide a specific minimum ICC value for using HLM (Luke 2004; Raudenbush and Bryk 2002) and single-level analyses cannot be performed on multilevel data if the predicto”
Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity (2013, methodology): “An ICC greater than 5% signals that a nontrivial proportion of the variance occurs across institutions, and, thus, the use of HLM is appropriate (Heck & Thomas, 2008; Porter, 2006).”
Conceptual and methodological issues in studying school leadership effects as a reciprocal process (2011, unknown): “SEM offers an ideal methodological framework for investigating complex relationships because of its flexibility in estimating direct, indirect, and reciprocal effects within a single model after accounting for measurement error in measuring the constructs (Heck & Thomas, 2009).”
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning (2015, background): “Moreover, the incorporation of measurement errors in defining a factor allows more accurate estimation of the relations among the variables in the model (Heck and Thomas 2009).”
Confusion and interest: The role of knowledge emotions in aesthetic experience. (2010, methodology): “The relationships between appraisals and emotions were estimated with a multivariate multilevel model (Heck & Thomas, 2009; Skrondal & Rabe-Hesketh, 2004).”
The influence of expatriate cultural intelligence on organizational embeddedness and knowledge sharing: The moderating effects of host country context (2020, background): “Given the requirement in multi-level analysis that at least 5% of the variance explained in the dependent lower level variable (Heck & Thomas, 2009), needs to be accounted for by a higher level, we calculated the null model for organizational embeddedness.”
Ready, Set, Create: What Instructing People to "Be Creative" Reveals About the Meaning and Mechanisms of Divergent Thinking (2014, methodology): “The between-person residual variances of the indicators were extremely small, so they were fixed to zero (Heck & Thomas, 2009).”
Why do ideas get more creative across time? An executive interpretation of the serial order effect in divergent thinking tasks. (2012, methodology): “Our analyses used multilevel structural equation modeling, an extension of conventional multilevel modeling that includes latent variables ( Heck & Thomas, 2009).”