The multilevel latent covariate model: a new, more reliable approach to group-level effects in contextual studies.

By O. Lüdtke, Herbert W. Marsh, Alexander Robitzsch, Ulrich Trautwein, T. Asparouhov, B. Muthén. Psychological methods, 2008

783 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ddec9d5bc782e0dee4516fc383a43de625f59fb6

How researchers see this paper

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

In Applied Psychology

1. Herbert W. Marsh
2. Kristopher J Preacher
3. Alexandre J. S. Morin
4. Benjamin Nagengast
5. O. Lüdtke
6. T. Asparouhov
7. B. Muthén
8. Ulrich Trautwein

In Experimental and Cognitive Psychology

1. Herbert W. Marsh
2. Alexandre J. S. Morin
3. O. Lüdtke
4. P. Parker
5. Ulrich Trautwein
6. Benjamin Nagengast
7. Thomas Goetz
8. Reinhard Pekrun

In Management Science and Operations Research

1. Alexandre J. S. Morin
2. Herbert W. Marsh
3. B. Muthén
4. Benjamin Nagengast
5. T. Asparouhov
6. Kristopher J Preacher
7. O. Lüdtke
8. P. Parker

Citations in the corpus

• Conditional Process Analysis: Concepts, Computation, and Advances in the Modeling of the Contingencies of Mechanisms (2020, background): “This eliminates measurement error within the cluster means, which can bias between-cluster effects (Lüdtke et al., 2008).”
• Advances in mediation analysis: a survey and synthesis of new developments. (2015, methodology): “Even when conflated effects are decomposed into level-specific components through cluster mean centering, level-2 effects are biased when observed cluster means are used as predictors (Lüdtke et al. 2008, Preacher et al. 2010).”
• Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, methodology): “ICC1 values should be close 2 2 x x x x to or higher than .1, but are seldom larger then .30 (Hedges & Hedberg, 2007; Lüdtke et al., 2008, 2011).”
• The disaggregation of within-person and between-person effects in longitudinal models of change. (2011, methodology): “Methods exist that allow for the disaggregation of the between-person and within-person effects using zti, żti, or z ̈ti (Kreft et al. 1995, Raudenbush & Bryk 2002).”
• Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, methodology): “We applied latent aggregation in all our models (see Lüdtke et al., 2008; Marsh et al., 2009).”
• Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling (2009, background): “However, recent developments in multilevel modeling make it possible to correct for the unreliable assessment of the group mean when estimating group effects (Lüdtke et al., 2008; Rabe-Hesketh, Skrondal, & Pickles, 2004).”
• International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “However, even multilevel approaches have some potential problems (Lüdtke et al., 2008; Opdenakker & Van Damme, 2000a).”