Herbert W. Marsh

• Artículos de revistas (65)
• Colaboraciones en obras colectivas (2)

• Artículos de revistas

  • Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives

    Hye-Ryen Jang, Geetanjali Basarkod, Johnmarshall Reeve, Herbert W. Marsh, Sung Hyeon Cheon, Jiesi Guo

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 1, 2024, págs. 20-35

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  • Students’ emotion regulation and school-related well-being: Longitudinal models juxtaposing between- and within-person perspectives

    Joanna Beaumont, David W. Putwain, Diahann Gallard, Elizabeth L. Malone, Herbert W. Marsh, Reinhard Pekrun

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 7, 2023, págs. 932-950

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  • Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering

    Stephanie Lichtenfeld, Reinhard Pekrun, Herbert W. Marsh, Ulrike E. Nett, Kristina Reiss

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 4, 2023, págs. 552-570

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  • Extending the reciprocal effects model of math self-concept and achievement: Long-term implications for end-of-high-school, age-26 outcomes, and long-term expectations

    Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 2, 2023, págs. 193-211

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  • Individualized teacher frame of reference and student self-concept within and between school subjects

    Friederike Helm, Fabian Wolff, Jens Möller, Steffen Zitzmann, Herbert W. Marsh, Theresa Dicke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 2, 2023, págs. 309-329

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  • The roles of social–emotional skills in students’ academic and life success: A multi-informant and multicohort perspective

    Jiesi Guo, Xin Tang, Herbert W. Marsh, Philip D. Parker, Geetanjali Basarkod, Baljinder Sahdra, Mette Ranta, Katariina Salmela-Aro

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 124, Nº. 5, 2023, págs. 1079-1110

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  • A three-dimensional taxonomy of achievement emotions.

    Reinhard Pekrun, Herbert W. Marsh, Andrew J. Elliot, Kristina Stockinger, Raymond P. Perry, Elisabeth Vogl, Thomas Goetz, Wijnand A. P van Tilburg, Oliver Lüdtke, Walter P. Vispoel

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 124, Nº. 1, 2023, págs. 145-178

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  • Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.

    Jiesi Guo, Xiang Hu, Andrew J. Elliot, Herbert W. Marsh, Kou Murayama, Geetanjali Basarkod, Philip D. Parker, Theresa Dicke

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 125, Nº. 2, 2023, págs. 397-420

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  • School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school

    Philip D. Parker, Kelly-Ann Allen, Rhiannon Parker, Jiesi Guo, Herbert W. Marsh, Geetanjali Basarkod, Theresa Dicke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 8, 2022, págs. 1881-1894

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  • Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study

    Christoph Niepel, Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Jens Möller

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 6, 2022, págs. 1380-1393

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  • High school students’ tenacity and flexibility in goal pursuit linked to life satisfaction and achievement on competencies tests

    Baljinder Sahdra, Joseph Ciarrochi, Geetanjali Basarkod, Theresa Dicke, Jiesi Guo, Philip D. Parker, Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 3, 2022, págs. 622-636

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  • Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study

    Myrto F. Mavilidi, Herbert W. Marsh, Kate M. Xu, Philip D. Parker, Pauline W. Jansen, Fred Paas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 308-325

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  • Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state?

    Theresa Dicke, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Herbert W. Marsh, Mark Deady, Samuel B. Harvey, Philip Riley

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 426-441

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  • Which class matters?: Juxtaposing multiple class environments as frames-of-reference for academic self-concept formation

    Moritz Fleischmann, Nicolas Hübner, Herbert W. Marsh, Jiesi Guo, Ulrich Trautwein, Benjamin Nagengast

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 127-143

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  • Academic self-concept formation and peer-group contagion: Development of the big-fish-little-pond effect in primary-school classrooms and peer groups

    Satu Koivuhovi, Herbert W. Marsh, Theresa Dicke, Baljinder Sahdra, Jiesi Guo, Philip D. Parker, Mari-Pauliina Vainikainen

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 198-213

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  • Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion

    Marcus Horwood, Herbert W. Marsh, Philip D. Parker, Philip Riley, Jiesi Guo, Theresa Dicke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 8, 2021, págs. 1668-1688

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  • A growth mindset lowers perceived cognitive load and improves learning: Integrating motivation to cognitive load

    Kate M. Xu, Petra Koorn, Björn de Koning, Irene T. Skuballa, Lijia Lin, Maartje Henderikx, Herbert W. Marsh, John Sweller, Fred Paas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 6, 2021, págs. 1177-1191

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  • Illusory gender-equality paradox, math self-concept, and frame-of-reference effects: New integrative explanations for multiple paradoxes.

    Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Geetanjali Basarkod, Christoph Niepel, Brooke Van Zanden

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 121, Nº. 1, 2021, págs. 168-183

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  • Job satisfaction of teachers and their principals in relation to climate and student achievement

    Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Jiesi Guo, Philip Riley, Julia Waldeyer

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 5, 2020, págs. 1061-1073

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  • The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies

    Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, A. Katrin Arens

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 2, 2019, págs. 331-353

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  • The negative year in school effect: Extending scope and strengthening causal claims

    Philip D. Parker, Herbert W. Marsh, Felix Thoemmes, Nicholas Biddle

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 1, 2019, págs. 118-130

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  • Happy fish in little ponds: Testing a reference group model of achievement and emotion

    Reinhard Pekrun, Kou Murayama, Herbert W. Marsh, Thomas Goetz, Anne C. Frenzel

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 117, Nº. 1, 2019, págs. 166-185

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  • Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.

    Theresa Dicke, Herbert W. Marsh, Philip D. Parker, Reinhard Pekrun, Jiesi Guo, Ioulia Televantou

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 8, 2018, págs. 1112-1126

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  • An information distortion model of social class differences in math self-concept, intrinsic value, and utility value

    Philip D. Parker, Herbert W. Marsh, Jiesi Guo, Jake Anders, Nikki Shure, Theresa Dicke

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 3, 2018, págs. 445-463

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  • Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects

    Reinhard Pekrun, Stephanie Lichtenfeld, Herbert W. Marsh, Kou Murayama, Thomas Goetz

    Child development, ISSN 0009-3920, Vol. 88, Nº. 5, 2017, págs. 1653-1670

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  • Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores

    Herbert W. Marsh, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Theresa Dicke, Stephanie Lichtenfeld

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 3, 2017, págs. 425-438

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  • Cross-cultural generalizability of year in school effects: negative effects of acceleration and positive effects of retention on academic self-concept

    Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 2, 2016, págs. 256-273

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  • Don’t aim too high for your kids:: Parental overaspiration undermines students’ learning in mathematics.

    Kou Murayama, Reinhard Pekrun, Masayuki Suzuki, Herbert W. Marsh, Stephanie Lichtenfeld

    Journal of Personality and Social Psychology, ISSN 0022-3514, ISSN-e 1939-1315, Vol. 111, Nº. 5, 2016, págs. 766-779

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  • If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school

    Philip D. Parker, Herbert W. Marsh, Alexandre J.S. Morin, Marjorie Seaton, Brooke Van Zanden

    British journal of educational psychology, ISSN 0007-0998, Nº. 2, 2015, págs. 172-191

    

  • The reciprocal effects model revisited: Extending its reach to gifted students attending academically selective schools

    Marjorie Seaton, Herbert W. Marsh, Philip D. Parker, Rhonda G. Craven, Alexander Seeshing Yeung

    Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 59, Nº 3, 2015, págs. 143-156

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  • Contrast and assimilation effects of dimensional comparisons in five subjects: an extension of the I/E model

    Malte Jansen, Ulrich Schroeders, Oliver Lüdtke, Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 4, 2015, págs. 1086-1101

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  • The big-fish-little-pond effect: Generalizability of social comparison processes over two age cohorts from Western, Asian, and Middle Eastern Islamic countries

    Herbert W. Marsh, Adel S. Abduljabbar, Alexandre J.S. Morin, Philip D. Parker, Faisal A. Abdelfattah, Benjamin Nagengast, Maher M. Abu-Hilal

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 1, 2015, págs. 258-271

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  • Enjoying mathematics or feeling competent in mathematics?: Reciprocal effects on mathematics achievement and perceived math effort expenditure

    Maarten Pinxten, Herbert W. Marsh, Bieke De Fraine, Wim Van Den Noortgate, Jan van Damme

    British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2014, págs. 152-174

    

  • Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates

    Theresa Dicke, Philip D. Parker, Herbert W. Marsh, Mareike Kunter, Annett Schmeck, Detlev Leutner

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 569-583

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  • Character building or subversive consequences of employment during high school: Causal effects based on propensity score models for categorical treatments

    Benjamin Nagengast, Herbert W. Marsh, Carlo Chiorri, Kit Tai Hau

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 584-803

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  • School Life and Adolescents' Self-Esteem Trajectories

    Alexandre J.S. Morin, Christophe Maïano, Herbert W. Marsh, Benjamin Nagengast, Michel Janosz

    Child development, ISSN 0009-3920, Vol. 84, Nº. 6, 2013, págs. 1967-1988

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  • Construct validity of self-concept in TIMSS's student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders

    Maher M. Abu-Hilal, Faisal A. Abdelfattah, Saleh A. Alshumrani, Adel S. Abduljabbar, Herbert W. Marsh

    European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 28, Nº 4, 2013, págs. 1201-1220

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  • The internal/external frame of reference of academic self-concept: Extension to a foreign language and the role of language of instruction

    Man K. Xu, Herbert W. Marsh, Kit-Tai Hau, Irene T. Ho, Alexandre J.S. Morin, Adel S. Abduljabbar

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 2, 2013, págs. 489-503

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  • Factorial, convergent, and discriminant validity of timss math and science motivation measures: A comparison of Arab and Anglo-Saxon countries

    Herbert W. Marsh, Adel S. Abduljabbar, Maher M. Abu-Hilal, Alexandre J.S. Morin, Faisal A. Abdelfattah, Kim Chau Leung, Man K. Xu, Benjamin Nagengast, Philip Barker

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 108-128

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  • Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

    Benjamin Nagengast, Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1033-1053

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  • Probing for the multiplicative term in modern expectancy--value theory: A latent interaction modeling study

    Ulrich Trautwein, Herbert W. Marsh, Benjamin Nagengast, Oliver Lüdtke, Gabriel Nagy, Kathrin Jonkmann

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 3, 2012, págs. 763-777

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  • Academic self-concept and academic achievement: Relations and causal ordering.

    Herbert W. Marsh, Andrew J. Martin

    British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2011, págs. 59-77

    

  • Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling

    Herbert W. Marsh, Benjamin Nagengast, Alexandre J.S. Morin, Roberto H. Parada, Rhonda G. Craven, Linda R. Hamilton

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 701-732

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  • Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ)

    Herbert W. Marsh, Paul Ginns, Alexandre J.S. Morin, Benjamin Nagengast, Andrew J. Martin

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 733-748

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  • Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

    Frédéric Guay, Julien Chanal, Catherine Ratelle, Herbert W. Marsh, Simon Larose, Michel Boivin

    British journal of educational psychology, ISSN 0007-0998, Nº. 4, 2010, págs. 711-735

    

  • Longitudinal modelling of academic buoyancy and motivation: Do the '5Cs' hold up over time?

    Andrew J. Martin, Susan H. Colmar, Louise A. Davey, Herbert W. Marsh

    British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2010, págs. 473-496

    

  • Introducing a Short Version of the Physical Self Description Questionnaire: New Strategies, Short-Form Evaluative Criteria, and Applications of Factor Analyses

    Herbert W. Marsh, Andrew J. Martin, Susan A. Jackson

    Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 32, Nº. 4, 2010, págs. 438-482

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  • Using postgraduate students' evaluations of research experience to benchmark departments and faculties: Issues and challenges.

    Paul Ginns, Herbert W. Marsh, Masud Behnia, Jacqueline H. S. Cheng, L. Francesca Scalas

    British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2009, págs. 577-598

    

  • Within-school social comparison: how students perceive the standing of their class predicts academic self-concept

    Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Gabriel Nagy

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 4, 2009, págs. 853-866

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  • Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries

    Marjorie Seaton, Herbert W. Marsh, Rhonda G. Craven

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 2, 2009, págs. 403-419

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  • Representations of relatedness with parents and friends and autonomous academic motivation during the late adolescence--early adulthood period: Reciprocal or unidirectional effects?

    Frédéric Guay, Herbert W. Marsh, Caroline Senécal, Martin Dowson

    British journal of educational psychology, ISSN 0007-0998, Nº. 4, 2008, págs. 621-637

    

  • Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others

    Herbert W. Marsh, Ulrich Trautwein, Oliver Lüdtke, Olaf Köller

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 510-524

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  • A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?

    Herbert W. Marsh, Andrew J. Martin, Jacqueline H. S. Cheng

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 1, 2008, págs. 78-95

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  • Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal Ordering

    Herbert W. Marsh, Erin Gerlach, Ulrich Trautwein, Oliver Lüdtke, Wolf-Dietrich Brettschneider

    Child development, ISSN 0009-3920, Vol. 78, Nº. 6, 2007, págs. 1640-1656

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  • Do university teachers become more effective with experience?: A multilevel growth model of students' evaluations of teaching over 13 years

    Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 99, Nº. 4, 2007, págs. 775-790

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  • Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics

    Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Olaf Köller, Jürgen Baumert

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 4, 2006, págs. 788-806

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  • Construct Validation of Hebrew Versions of Three Physical Self-Concept Measures: An Extended Multitrait-Multimethod Analysis

    Herbert W. Marsh, Michael Bar-Eli, Sima Zach

    Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 28, Nº. 3, 2006, págs. 310-343

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  • Assessing Multidimensional Physical Activity Motivation: A Construct Validity Study of High School Students

    Andrew J. Martin, David V. Tipler, Herbert W. Marsh, Garry E. Richards, Melinda R. Williams

    Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 28, Nº. 2, 2006, págs. 171-192

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  • Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

    Jürgen Baumert, Ulrich Trautwein, Olaf Köller, Oliver Lüdtke, Herbert W. Marsh

    Child development, ISSN 0009-3920, Vol. 76, Nº. 2, 2005, págs. 397-416

    

  • Big-Fish-Little-Pond Effects on Gymnastics Self-Concept: Social Comparison Processes in a Physical Setting

    Julien Bois, Julien Chanal, Philippe G. Sarrazin, Herbert W. Marsh

    Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 27, Nº. 1, 2005, págs. 53-70

    

  • Why Multicollinearity Matters: A Reexamination of Relations Between Self -- Efficacy, Self -- Concept, and Achievement

    Richard Walker, James Pietsch, Martin Dowson, Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 3, 2004, págs. 518-522

    

  • Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predicitons Across 26 Countries

    Herbert W. Marsh

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 1, 2004, págs. 56-67

    

  • Do Multiple Dimensions of Self-Concept Become More Differentiated With Age?: The Differential Distinctiveness Hypothesis.

    Herbert W. Marsh, Violaine Ayotte

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 687-706

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  • Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.

    Andrew J. Martin, Herbert W. Marsh, Alan Williamson, Raymond L. Debus

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 617-628

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  • Academic self-concept and academic achievement: Developmental perspectives on their causal ordering.

    Frédéric Guay, Herbert W. Marsh, Michel Boivin

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 124-136

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• Colaboraciones en obras colectivas

  • 6. Potent ways forward: new multidimensional theoretical structural models of cyberbullying, cyber targetization, and bystander behaviors and their potentional relations to traditional bullying constructs

    Rhonda G. Craven, Herbert W. Marsh, Roberto H. Parada

    Principles of cyberbullying research: definitions, measures, and methodology / coord. por Donna Cross, Sheri Bauman, Jenny Walker, 2013, ISBN 978-0-415-89749-5, págs. 68-86

    

  • An evaluation of Incremental Fit Indices: A clarification of Mathematical and Empirical Properties

    Herbert W. Marsh, John R. Balla, Kit-Tai Hau

    Advanced structural equation modeling: issues and techniques / coord. por Randall E. Schumacker, George A. Marcoulides, 1996, ISBN 0-8058-1819-7, págs. 315-354

    

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