Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration

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Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, methodology): “50 reflecting small, moderate, and large effect sizes (for details on how to obtain proper estimates of the standardized predictive coefficients and effects sizes in the context of doubly latent ML-SEM models, see Marsh et al., 2012; Morin et al., 2014).”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Other studies indicated a chain of influence in which students’ classroom or school engagement mediated the effect of other school climate components on academic achievement (e.g., Liem & Martin, 2011; Morin et al., 2014; Reyes et al., 2012).”
The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics (2016, unknown): “Although we do not claim causality in this mechanism, we believe that a positive school climate is indeed bene ﬁ cial for instruction (Mitchell et al. 2010; Morin et al. 2014).”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, methodology): “Interpretation of ICC2 values is similar to other reliability measures (Morin et al., 2014).”