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Faming Wang, Yehui Wang, Yaping Liu & Shing On Leung. (2023) Investigating the Measurement of OTL in PISA 2012 and its Relationship with Self-efficacy and Mathematics Achievement: Doubly Latent Multilevel Analyses. Scandinavian Journal of Educational Research 67:6, pages 837-852.
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Oscar D. Marcenaro-Gutierrez, Claudia Prieto-Latorre & Maria Isabel Sánchez Rodriguez. (2023) Gender differences between teachers’ assessments and test based assessments. Evidence from Spain. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 320-345.
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Yue-Yi Hwa. (2023) ‘What works’ depends: teacher accountability policy and sociocultural context in international large-scale surveys. Journal of Education Policy 38:3, pages 474-499.
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Dmitri Rozgonjuk, Kenn Konstabel, Kayla Barker, Miia Rannikmäe & Karin Täht. (2023) Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education: a multilevel perspective. Educational Psychology 43:1, pages 22-37.
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Marie Wiberg & Ewa Rolfsman. (2023) Students’ Self-reported Background SES Measures in TIMSS in Relation to Register SES Measures When Analysing Students’ Achievements in Sweden. Scandinavian Journal of Educational Research 67:1, pages 69-82.
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Zi Yan, Ronnel B. King & Joseph Y. Haw. (2021) Formative assessment, growth mindset, and achievement: examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 676-702.
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Emma C. Burns, Andrew J. Martin & Rebecca J. Collie. (2020) Supporting and thwarting interpersonal dynamics and student achievement: a multi-level examination of PISA 2015. International Journal of Research & Method in Education 43:4, pages 364-378.
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Marie Wiberg & Ewa Rolfsman. (2019) The association between science achievement measures in schools and TIMSS science achievements in Sweden. International Journal of Science Education 41:16, pages 2218-2232.
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Marie Wiberg. (2019) The relationship between TIMSS mathematics achievements, grades, and national test scores. Education Inquiry 10:4, pages 328-343.
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He Cai, Junjun Chen & Tianjun Cheng. (2024) Achievement motives and mastery-approach goals serially mediate the relationships between teaching quality and reading achievement: a multilevel mediation model from PISA 2018 data. Current Psychology.
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Ida Gran Andersen & Emil Smith. (2023) Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms. The Journal of Early Adolescence 44:5, pages 545-578.
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Ioannis Katsantonis, Ros McLellan & Pablo E. Torres. (2023) Unraveling the complexity of the associations between students’ science achievement, motivation, and teachers’ feedback. Frontiers in Psychology 14.
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Balgopal Singh. (2022) Understanding the Role of Social Media Users’ Self-Presentation on Social Media Marketing and Brand Loyalty Relationship. Vision: The Journal of Business Perspective, pages 097226292211311.
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Nivedita Bhaktha & Clemens M. Lechner. (2021) To Score or Not to Score? A Simulation Study on the Performance of Test Scores, Plausible Values, and SEM, in Regression With Socio-Emotional Skill or Personality Scales as Predictors. Frontiers in Psychology 12.
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Juan Aparicio, Jose M. Cordero & Lidia Ortiz. (2021) Efficiency Analysis with Educational Data: How to Deal with Plausible Values from International Large-Scale Assessments. Mathematics 9:13, pages 1579.
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Lihong Ma, Haifeng Luo & Leifeng Xiao. (2021) Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018. Learning and Individual Differences 85, pages 101947.
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