Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993)
The purpose of this article is to critique methodological aspects of the B. S. Randhawa, J. E. Beamer, and I. Lundberg's (1993) structural equation modeling (SEM) of relations between self-efficacy, attitudes, and achievement in mathematics. Major findings of their study were that self-efficacy...
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| Veröffentlicht in: | Journal of educational psychology 1994-09, Vol.86 (3), p.457-462 |
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| container_end_page | 462 |
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| container_issue | 3 |
| container_start_page | 457 |
| container_title | Journal of educational psychology |
| container_volume | 86 |
| creator | Marsh, Herbert W Hau, Kit-Tai Roche, Lawrence Craven, Rhonda Balla, John McInerney, Valentina |
| description | The purpose of this article is to critique methodological aspects of the
B. S. Randhawa, J. E. Beamer, and I. Lundberg's (1993)
structural equation modeling (SEM) of relations between self-efficacy, attitudes, and achievement in mathematics. Major findings of their study were that self-efficacy mediated the effects of attitudes on achievement and that self-efficacy and attitudes were more strongly related to achievement for boys than for girls. Our reanalysis of their data does not substantiate these conclusions. Rather, it identifies inappropriate applications of SEM and the consequent misinterpretations of results. |
| doi_str_mv | 10.1037/0022-0663.86.3.457 |
| format | Article |
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structural equation modeling (SEM) of relations between self-efficacy, attitudes, and achievement in mathematics. Major findings of their study were that self-efficacy mediated the effects of attitudes on achievement and that self-efficacy and attitudes were more strongly related to achievement for boys than for girls. Our reanalysis of their data does not substantiate these conclusions. Rather, it identifies inappropriate applications of SEM and the consequent misinterpretations of results.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.86.3.457</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Biological and medical sciences ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Human ; Human Sex Differences ; Mathematics Achievement ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Self-Efficacy ; Structural Equation Modeling ; Student Attitudes</subject><ispartof>Journal of educational psychology, 1994-09, Vol.86 (3), p.457-462</ispartof><rights>1994 American Psychological Association</rights><rights>1994 INIST-CNRS</rights><rights>1994, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a247t-31fb563bf63ab6f534fc9c4ca35ea26b5bd2aac84d32ac905b320c41b586d1d83</citedby><orcidid>0000-0003-0416-6676</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=4209723$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Marsh, Herbert W</creatorcontrib><creatorcontrib>Hau, Kit-Tai</creatorcontrib><creatorcontrib>Roche, Lawrence</creatorcontrib><creatorcontrib>Craven, Rhonda</creatorcontrib><creatorcontrib>Balla, John</creatorcontrib><creatorcontrib>McInerney, Valentina</creatorcontrib><title>Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993)</title><title>Journal of educational psychology</title><description>The purpose of this article is to critique methodological aspects of the
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structural equation modeling (SEM) of relations between self-efficacy, attitudes, and achievement in mathematics. Major findings of their study were that self-efficacy mediated the effects of attitudes on achievement and that self-efficacy and attitudes were more strongly related to achievement for boys than for girls. Our reanalysis of their data does not substantiate these conclusions. Rather, it identifies inappropriate applications of SEM and the consequent misinterpretations of results.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.86.3.457</doi><tpages>6</tpages><orcidid>https://orcid.org/0000-0003-0416-6676</orcidid></addata></record> |
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| ispartof | Journal of educational psychology, 1994-09, Vol.86 (3), p.457-462 |
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| language | eng |
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| subjects | Biological and medical sciences Educational psychology Fundamental and applied biological sciences. Psychology Human Human Sex Differences Mathematics Achievement Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Self-Efficacy Structural Equation Modeling Student Attitudes |
| title | Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993) |
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