Detecting instruction effects. Deciding between covariance analytical and change-score approach (English)
Free access
- New search for: Köhler, Carmen
- Further information on Köhler, Carmen:
- http://d-nb.info/gnd/1124490485
- https://orcid.org/0000-0002-6668-4658
- New search for: Hartig, Johannes
- Further information on Hartig, Johannes:
- http://d-nb.info/gnd/128884975
- https://orcid.org/0000-0001-6361-4374
- New search for: Naumann, Alexander
- Further information on Naumann, Alexander:
- http://d-nb.info/gnd/1059724014
- https://orcid.org/0000-0002-3886-5021
- New search for: Köhler, Carmen
- Further information on Köhler, Carmen:
- http://d-nb.info/gnd/1124490485
- https://orcid.org/0000-0002-6668-4658
- New search for: Hartig, Johannes
- Further information on Hartig, Johannes:
- http://d-nb.info/gnd/128884975
- https://orcid.org/0000-0001-6361-4374
- New search for: Naumann, Alexander
- Further information on Naumann, Alexander:
- http://d-nb.info/gnd/1059724014
- https://orcid.org/0000-0002-3886-5021
- New search for: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
- Further information on DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation:
- https://ror.org/0327sr118
In:
Educational psychology review
;
33
, 3
;
1191-1211
;
2021
-
ISSN:
- Article (Journal) / Electronic Resource
-
Title:Detecting instruction effects. Deciding between covariance analytical and change-score approach
-
Contributors:Köhler, Carmen ( author ) / Hartig, Johannes ( author ) / Naumann, Alexander ( author ) / DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation ( host institution )
-
Published in:Educational psychology review ; 33, 3 ; 1191-1211
-
Publisher:
- New search for: Springer : New York
-
Publication date:2021
-
Remarks:Educational psychology review 33 (2021) 3, S. 1191-1211
-
ISSN:
-
DOI:
-
Type of media:Article (Journal)
-
Type of material:Electronic Resource
-
Language:English
- New search for: 370
- Further information on Dewey Decimal Classification
-
Keywords:Unterrichtsforschung , Schüler , Forschungsdesign , Lernerfolg , Selbstwirksamkeit , Unterstützung , Modell , Empirische Forschung , Methode , Variable , Unterricht , Messverfahren , Wirkung , Lehrer , Prognose , Datenanalyse
-
Classification:
DDC: 370 -
Licence:
-
Source:
Table of contents – Volume 33, Issue 3
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 797
-
One Instructional Sequence Fits all? A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology EducationKokkonen, Tommi / Schalk, Lennart et al. | 2020
- 823
-
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced LearningRivers, Michelle L. et al. | 2020
- 863
-
Developing Personalized Education: A Dynamic FrameworkTetzlaff, Leonard / Schmiedek, Florian / Brod, Garvin et al. | 2020
- 883
-
A Model of Technology Incidental Learning EffectsGreene, Jeffrey A. / Copeland, Dana Z. / Deekens, Victor M. et al. | 2020
- 915
-
Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?Kulkarni, Tara / Sullivan, Amanda L. / Kim, Jiwon et al. | 2020
- 937
-
The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual RealityMakransky, Guido / Petersen, Gustav B. et al. | 2021
- 959
-
A Meta-Analytic Review of the Benefit of Spacing out Retrieval Practice Episodes on RetentionLatimier, Alice / Peyre, Hugo / Ramus, Franck et al. | 2020
- 989
-
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-AnalysisCastro-Alonso, Juan C. / Wong, Rachel M. / Adesope, Olusola O. / Paas, Fred et al. | 2021
- 1017
-
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-AnalysisLi, Qian / Cho, Hyeree / Cosso, Jimena / Maeda, Yukiko et al. | 2021
- 1051
-
Activity Achievement Emotions and Academic Performance: A Meta-analysisCamacho-Morles, Jesús / Slemp, Gavin R. / Pekrun, Reinhard / Loderer, Kristina / Hou, Hanchao / Oades, Lindsay G. et al. | 2021
- 1097
-
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation ModelingLin, Xin et al. | 2020
- 1125
-
The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-AnalysisMcBreen, Miriam / Savage, Robert et al. | 2020
- 1165
-
Effects of Elaborations Included in Textbooks: Large Time Cost, Reduced Attention, and Lower Memory for Main IdeasDaley, Nola / Rawson, Katherine A. et al. | 2020
- 1191
-
Detecting Instruction Effects—Deciding Between Covariance Analytical and Change-Score ApproachKöhler, Carmen / Hartig, Johannes / Naumann, Alexander et al. | 2021
- 1213
-
A Complete SMOCkery: Daily Online Testing Did Not Boost College PerformanceRobinson, Daniel H. et al. | 2021
- 1221
-
Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical ReproducibilityWeissgerber, Sophia C. / Brunmair, Matthias / Rummer, Ralf et al. | 2021
- 1249
-
A Commentary on Bowers (2020) and the Role of Phonics Instruction in ReadingFletcher, Jack M. / Savage, Robert / Vaughn, Sharon et al. | 2020
- 1275
-
An Interview with Kenneth A. KiewraRobinson, Daniel H. et al. | 2021