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Televantou, Ioulia; Marsh, Herbert W.; Xu, Kate M.; Guo, Jiesi; Dicke, Theresa – Educational Psychology Review, 2023
The present study uses doubly latent models to estimate the effect of average mathematics achievement at the class level on students' subsequent mathematics achievement (the "Peer Spillover Effect") and mathematics self-concept (the "Big-Fish-Little-Pond-Effect; BFLPE"), controlling for individual differences in prior…
Descriptors: Error of Measurement, Mathematics Achievement, Self Concept, Individual Differences
Kuperman, Victor; Matsuki, Kazunaga; Van Dyke, Julie A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The present research presents a novel method for investigating how characteristics of texts (words, sentences, and passages) and individuals (verbal and general cognitive skills) jointly influence eye-movement patterns over the time-course of reading, as well as comprehension accuracy. Fifty-one proficient readers read passages of varying…
Descriptors: Reader Text Relationship, Eye Movements, Oral Reading, Reading Tests
von Davier, Matthias; Naemi, Bobby; Roberts, Richard D. – Measurement: Interdisciplinary Research and Perspectives, 2012
This article describes an exploration of the distinction between typological and factorial latent variables in the domain of personality theory. Traditionally, many personality variables have been considered to be factorial in nature, even though there are examples of typological constructs dating back to Hippocrates. Recently, some…
Descriptors: Individual Differences, Item Response Theory, Classification, Personality Theories

Miller, Alan – Review of Educational Research, 1981
It is contended that Conceptual Systems Theory (CST) provides a useful theoretical and operational framework within which to investigate student-environment interactions in the classroom. (Author/GK)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Classroom Environment, Classroom Research
Riazi, Abdolmehdi; And Others – Journal of Intensive English Studies, 1996
Observed English-as-a-Second-Language (ESL) writing classes in Canada in order to document what the ESL instructors do when they teach. Findings reveal that the instructors gave more attention to collectively constructing language paradigms and to guiding individual development than other routines, and attracted student's attention in one way or…
Descriptors: Case Studies, Cognitive Development, College Students, English (Second Language)