Applications of latent-variable models in educational psychology: The need for methodological-substantive synergies.

By Herbert W. Marsh, K. Hau. 2007

246 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/4c4c8160b4920ab398accefd6edeba6d369121d1

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In Education

In Experimental and Cognitive Psychology

In Management Science and Operations Research

Citations in the corpus

Big-fish-little-pond social comparison and local dominance effects: Integrating new statistical models, methodology, design, theory and substantive implications (2014, background): “Hence, the present investigation is a substantive-methodological synergy (Marsh & Hau, 2007), an integration of new and evolving methodology to address new substantive issues with theoretical and policy implications.”
General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations (2011, background): “Marsh et al. (2005) argued that sample-size dependency is not an appropriate criticism of these indexes in that more information is available when samples are larger.”
Classical Latent Profile Analysis of Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to Theoretical Models of Self-Concept (2009, unknown): “…where the researcher takes the role of a data detective is particularly important in the application of new statistical techniques where well-established guidelines of best practice are still evolving (see Bauer, 2007; Hipp & Bauer, 2006; see also Marsh, Byrne, & Yeung, 1999; Marsh & Hau, 2007).”
When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. (2012, background): “…categorical leastsquares, robust statistics Supplemental materials: http://dx.doi.org/10.1037/a0029315.supp Confirmatory factor analysis (CFA) models are among the most popular types of structural equation models (SEMs) in psychology (Crowley & Fan, 1997; Marsh & Hau, 2007; Martens, 2005).”
The Big-Fish-Little-Pond Effect in Mathematics (2014, background): “Extended longitudinal studies (Marsh et al., 2000; Marsh et al., 2007) show that the BFLPE grows more negative the longer students attend a selective school and is maintained even 2 and 4 years after graduation from high school.”
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research (2008, methodology): “Indeed, the size of the BFLPE typically remains stable or even increases in size over time for students who remained in the same school setting (Marsh and Hau 2003; Marsh 2005a; March and Craven 2002; Marsh et al. 2007).”
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009, unknown): “This investigation is a methodological-substantive synergy ( Marsh & Hau, 2007 ).”
Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration (2014, background): “The present investigation is one such substantive-methodological synergy (Marsh & Hau, 2007), bringing to bear new, strong, and evolving methodology in order to evaluate classroom climate effects and is specifically designed to illustrate these methods to applied researchers not familiar with them.”
Relations between parenting and child behavior: Exploring the child’s personality and parental self-efficacy as third variables (2011, methodology): “In this study, we used the two-step procedure developed by Ping (1996) because it has been shown to provide parsimonious and reliable estimated solutions that are essentially identical to those derived from more elaborate methods (Marsh & Hau, 2007).”
Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, methodology): “Analogous to interpretation of factors in factor analysis, interpretation of MM classes must be approached cautiously utilizing a construct validity approach ( Marsh & Hau, 2006 ).”
An Introduction to Intermediate and Advanced Statistical Analyses for Sport and Exercise Scientists (2015, background): “The increasing prevalence of such designs and the development of statistical procedures for analysing such data is a substantive–methodological synergy (Marsh & Hau, 2007) in which complex substantive issues stimulate the development of stronger methodological tools.”
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. (2013, background): “Thus, the present study is something of a substantivemethodological synergy (Marsh & Hau, 2007) in that methodological extension and refinement on prior adaptability measurement research enables new and powerful substantive research questions to be addressed.”