Longitudinal Studies: Designs, Validity, Practicality, and Value

By R. White, Hanna J. Arzi. 2005

138 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c935cc9d9e3dc48c125c2e10f32098f589afdc5b

How researchers see this paper

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

In Developmental and Educational Psychology

1. Vaughan Prain
2. Russell Tytler
3. K. V. Petrides
4. Donald Saklofske
5. Christine D. Tippett
6. Chengchen Li
7. Perry D. Klein

In Education

1. Vaughan Prain
2. Russell Tytler
3. K. V. Petrides
4. Donald Saklofske
5. Christine D. Tippett
6. Adrian Furnham
7. M. Mikolajczak
8. Perry D. Klein

In Statistics and Probability

1. K. V. Petrides
2. S. Mavroveli
3. Vaughan Prain
4. Russell Tytler

Citations in the corpus

• Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “Thus, future studies may wish explicitly to model year of academic study, ideally in the context of longitudinal designs, which would be as welcome in this area as they are in psychology (Collins, 2006) and education (White & Arzi, 2005), more generally.”
• A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “There are a number of reported difficulties in conducting long‐term studies of this kind (Arzi, 1988 ; White & Arzi, 2005 ), including maintenance of theoretical consistency over time.”