Herbert W. Marsh
Herbert W. Marsh
Distinguished Professor, Australian Catholic University; Oxford University
Vahvistettu sähköpostiosoite verkkotunnuksessa - Kotisivu
In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings
HW Marsh, KT Hau, Z Wen
Structural equation modeling 11 (3), 320-341, 2004
Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size.
HW Marsh, JR Balla, RP McDonald
Psychological bulletin 103 (3), 391, 1988
Application of confirmatory factor analysis to the study of self-concept: First-and higher order factor models and their invariance across groups.
HW Marsh, D Hocevar
Psychological bulletin 97 (3), 562, 1985
Self-concept: Its multifaceted, hierarchical structure
HW Marsh, R Shavelson
Educational psychologist 20 (3), 107-123, 1985
Development and validation of a scale to measure optimal experience: The Flow State Scale
SA Jackson, HW Marsh
Journal of sport and exercise psychology 18 (1), 17-35, 1996
Students' evaluations of university teaching: Research findings, methodological issues, and directions for future research
HW Marsh
International journal of educational research 11 (3), 253-388, 1987
Choosing a multivariate model: Noncentrality and goodness of fit.
RP McDonald, HW Marsh
Psychological bulletin 107 (2), 247, 1990
Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives
HW Marsh, RG Craven
Perspectives on psychological science 1 (2), 133-163, 2006
The big-fish-little-pond effect on academic self-concept.
HW Marsh
Journal of educational psychology 79 (3), 280, 1987
Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference
J Hattie, HW Marsh, JT Neill, GE Richards
Review of educational research 67 (1), 43-87, 1997
Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering
HW Marsh, U Trautwein, O Lüdtke, O Köller, J Baumert
Child development 76 (2), 397-416, 2005
Is more ever too much? The number of indicators per factor in confirmatory factor analysis
HW Marsh, KT Hau, JR Balla, D Grayson
Multivariate behavioral research 33 (2), 181-220, 1998
A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification
HW Marsh
Educational psychology review 2, 77-172, 1990
Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis
HW Marsh, AJS Morin, PD Parker, G Kaur
Annual review of clinical psychology 10 (1), 85-110, 2014
Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood.
HW Marsh
Journal of educational Psychology 81 (3), 417, 1989
The relationship between research and teaching: A meta-analysis
J Hattie, HW Marsh
Review of educational research 66 (4), 507-542, 1996
Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility.
HW Marsh, LA Roche
American psychologist 52 (11), 1187, 1997
Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.
HW Marsh
Journal of educational psychology 76 (5), 707, 1984
Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness
HW Marsh
The scholarship of teaching and learning in higher education: An evidence …, 2007
Verbal and math self-concepts: An internal/external frame of reference model
HW Marsh
American educational research journal 23 (1), 129-149, 1986
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Artikkelit 1–20