Why multicollinearity matters: A reexamination of relations between self-efficacy, self-concept, and achievement

Journal of Educational Psychology

Volumn 96, Issue 3, 2004, Pages 518-522

  Marsh, Herbert W ^a   Dowson, Martin ^a   Pietsch, James ^b   Walker, Richard ^b  

^a UNIVERSITY OF WESTERN SYDNEY   (Australia)

^b UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4544347154     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.96.3.518     Document Type: Article

References (7)

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2. Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Chicago: Scientific Software International.
3. Marsh, H. W. (1989). Confirmatory factor analyses of multitrait- multimethod data: Many problems and a few solutions. Applied Psychological Measurement, 13, 335-361.
4. Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 155-167.
5. Marsh, H. W., & Yeung, A. S. (1997), Organization of children's academic self-perceptions: Reanalysis and counter-interpretations of confirmatory factor analysis results. Journal of Educational Psychology, 89, 752-759.
6. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Erlbaum.
7. Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95, 589-603.