Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures

By Angela D. Miller, Tamera B. Murdock. 2007

122 citations recorded by the source corpus.

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Citations in the corpus

Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration (2014, background): “As previously shown, this confounding may result in systematic biases (e.g., Marsh et al., 2009, 2012; Papaioannou et al., 2004; for further discussion of these biases, see Miller & Murdock, 2007).”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “(p. 18) Yet, in their review of classroom goal structures, Miller (2006; Miller & Murdock, 2007) found that 16 of 31 studies did not even consider any class-level analyses.”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “…and dimensions of the classroom social environment, particularly teacher support (Patrick et al., 2001; Patrick et al., 2003; Turner et al., 2002), respect (Miller & Murdock, 2007; Murdock et al., 2001; Patrick et al., 2001, 2003), and promoting interaction among students (Patrick et al., 2001).”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “To check the psychometric quality of aggregated constructs, and before individual ratings are aggregated, the intraclass correlations (ICC) need to be calculated (Miller & Murdock, 2007; Raudenbush & Bryk, 2002).”
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. (2009, methodology): “This method introduces various forms of response bias, resulting in an inflation of regression coefficients or correlations (A. D. Miller & Murdock, 2007).”
The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies. (2008, methodology): “…Ryan, Gheen, and Midgley (1998) related student reports of avoidance of help-seeking to student and classroom goals (for other applications, see Harker & Tymms, 2004; Kenny & La Voie, 1985; Lüdtke, Köller, Marsh, & Trautwein, 2005; Miller & Murdock, 2007; Papaioannou, Marsh, & Theodorakis, 2004).”