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Multivariate Behavioral Research Volume 44, 2009 - Issue 6
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Original Articles

Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error

Herbert W. Marsh University of Oxford, UK
,
Oliver Lüdtke Max Planck Institute for Human Development, Berlin, Germany
,
Alexander Robitzsch Institute for Educational Progress, Berlin, Germany
,
Ulrich Trautwein Max Planck Institute for Human Development, Berlin, Germany
,
Tihomir Asparouhov Muthén & Muthén Inc., Los Angeles
,
Bengt Muthén University of California, Los Angeles
&
Benjamin Nagengast University of Oxford, UK
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Pages 764-802 | Published online: 11 Dec 2009

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Felix Jonas Eßer, Jana Holtmann & Michael Eid. (2021) A Monte Carlo Simulation Study on the Influence of Unequal Group Sizes on Parameter Estimation in Multilevel Confirmatory Factor Analysis. Structural Equation Modeling: A Multidisciplinary Journal 28:6, pages 827-838.
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Youngmin Mo, Margie Appel, Jin Won Kim & Moosung Lee. (2021) Pre-service teachers’ international study experiences or in-service teachers’ professional learning communities: what comes into play in Finnish teachers’ self-efficacy in multicultural classrooms?. Teachers and Teaching 27:7, pages 602-624.
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Lisa Bardach, Takuya Yanagida & Marko Lüftenegger. (2020) Studying classroom climate effects in the context of multi-level structural equation modelling: an application-focused theoretical discussion and empirical demonstration. International Journal of Research & Method in Education 43:4, pages 348-363.
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Michael G. Sciffer, Laura B. Perry & Andrew McConney. (2020) Critiques of socio-economic school compositional effects: are they valid?. British Journal of Sociology of Education 41:4, pages 462-475.
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Daniel McNeish. (2019) Effect Partitioning in Cross-Sectionally Clustered Data Without Multilevel Models. Multivariate Behavioral Research 54:6, pages 906-925.
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Suzanne Jak. (2019) Cross-Level Invariance in Multilevel Factor Models. Structural Equation Modeling: A Multidisciplinary Journal 26:4, pages 607-622.
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Tobias Koch & Ulrike Semmler-Busch. (2019) On the Power and Performance of a Doubly Latent Residual Approach to Explain Latent Specific Factors in Multilevel-Bifactor-(S-1) Models. Structural Equation Modeling: A Multidisciplinary Journal 26:2, pages 212-235.
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Robert C. Schoen & Mark LaVenia. (2019) Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education 6:1.
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Zhang Zhonghua & John Chi-Kin Lee. (2018) Students' Behavioral and Emotional Participation in Academic Activities in the Mathematics Classroom: A Multilevel Confirmatory Factor Analysis. The Journal of Experimental Education 86:4, pages 610-632.
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Katharina Vogl, Isabelle Schmidt & Franzis Preckel. (2018) The role of academic ability indicators in big-fish-little-pond effect research: A comparison study. The Journal of Educational Research 111:4, pages 429-438.
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Julien Danhier. (2018) How Big is the Handicap for Disadvantaged Pupils in Segregated Schooling Systems?. British Journal of Educational Studies 66:3, pages 341-364.
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Daniela Mahler, Jörg Großschedl & Ute Harms. (2017) Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance. International Journal of Science Education 39:2, pages 213-237.
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Julien Danhier. (2016) Teachers in Schools with Low Socioeconomic Composition: Are They Really that Different?. European Education 48:4, pages 274-293.
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Steffen Zitzmann, Oliver Lüdtke, Alexander Robitzsch & Herbert W. Marsh. (2016) A Bayesian Approach for Estimating Multilevel Latent Contextual Models. Structural Equation Modeling: A Multidisciplinary Journal 23:5, pages 661-679.
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Davood Tofighi & Ken Kelley. (2016) Assessing Omitted Confounder Bias in Multilevel Mediation Models. Multivariate Behavioral Research 51:1, pages 86-105.
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Steffen Zitzmann, Oliver Lüdtke & Alexander Robitzsch. (2015) A Bayesian Approach to More Stable Estimates of Group-Level Effects in Contextual Studies. Multivariate Behavioral Research 50:6, pages 688-705.
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Jasmin Decristan, A. Lena Hondrich, Gerhard Büttner, Silke Hertel, Eckhard Klieme, Mareike Kunter, Arnim Lühken, Katja Adl-Amini, Sanna-K. Djakovic, Susanne Mannel, Alexander Naumann & Ilonca Hardy. (2015) Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding. The Journal of Educational Research 108:5, pages 358-370.
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Sarah Depaoli & James P. Clifton. (2015) A Bayesian Approach to Multilevel Structural Equation Modeling With Continuous and Dichotomous Outcomes. Structural Equation Modeling: A Multidisciplinary Journal 22:3, pages 327-351.
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Rianne Janssen, Sofie Wouters, Tine Huygh, Katrijn Denies & Karine Verschueren. (2015) The effect of peer group performance on the self-concept of reading in a foreign language. Educational Psychology 35:2, pages 158-175.
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Ze Wang. (2015) Examining big-fish-little-pond-effects across 49 countries: a multilevel latent variable modelling approach. Educational Psychology 35:2, pages 228-251.
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Sofie Wouters, Hilde Colpin, Jan Van Damme & Karine Verschueren. (2015) Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept. Educational Psychology 35:2, pages 252-270.
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Hansjörg Plieninger & Oliver Dickhäuser. (2015) The female fish is more responsive: gender moderates the BFLPE in the domain of science. Educational Psychology 35:2, pages 213-227.
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Ioulia Televantou, Herbert W. Marsh, Leonidas Kyriakides, Benjamin Nagengast, John Fletcher & Lars-Erik Malmberg. (2015) Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement 26:1, pages 75-101.
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Jonathan David Schweig. (2014) Quantifying Error in Survey Measures of School and Classroom Environments. Applied Measurement in Education 27:2, pages 133-157.
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AlexandreJ. S. Morin, HerbertW. Marsh, Benjamin Nagengast & L. Francesca Scalas. (2014) Doubly Latent Multilevel Analyses of Classroom Climate: An Illustration. The Journal of Experimental Education 82:2, pages 143-167.
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Päivi H. Taskinen, Kerstin Schütte & Manfred Prenzel. (2013) Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept. Educational Research and Evaluation 19:8, pages 717-733.
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Benjamin Nagengast, Ulrich Trautwein, Augustin Kelava & Oliver Lüdtke. (2013) Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective. Multivariate Behavioral Research 48:3, pages 428-460.
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HerbertW. Marsh, Oliver Lüdtke, Benjamin Nagengast, Ulrich Trautwein, AlexandreJ. S. Morin, AdelS. Abduljabbar & Olaf Köller. (2012) Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects. Educational Psychologist 47:2, pages 106-124.
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Benjamin Nagengast & Herbert W. Marsh. (2011) The negative effect of school-average ability on science self-concept in the UK, the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006. Educational Psychology 31:5, pages 629-656.
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Alexandre J. S. Morin, Christophe Maïano, HerbertW. Marsh, Michel Janosz & Benjamin Nagengast. (2011) The Longitudinal Interplay of Adolescents' Self-Esteem and Body Image: A Conditional Autoregressive Latent Trajectory Analysis. Multivariate Behavioral Research 46:2, pages 157-201.
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KristopherJ. Preacher, Zhen Zhang & MichaelJ. Zyphur. (2011) Alternative Methods for Assessing Mediation in Multilevel Data: The Advantages of Multilevel SEM. Structural Equation Modeling: A Multidisciplinary Journal 18:2, pages 161-182.
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