ERIC Number: EJ444626
Record Type: Journal
Publication Date: 1992
Reference Count: N/A
Using Mixed-Effects Structural Equation Models to Study Student Academic Development.
Pike, Gary R.
Review of Higher Education, v15 n2 p151-77 Win 1992
A study at the University of Tennessee Knoxville used mixed-effect structural equation models incorporating latent variables as an alternative to conventional methods of analyzing college students' (n=722) first-year-to-senior academic gains. Results indicate, contrary to previous analysis, that coursework and student characteristics interact to influence academic development. (Author/MSE)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A