Publikationen von Oliver Lüdtke

Marsh, H. W., Muthén, B., Asparouhov, T., Lüdtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009). Exploratory structural equation modeling, integrating CFA and EFA: Application to students' evaluations of university teaching. Structural Equation Modeling, 16(3), 439–476. https://doi.org/10.1080/10705510903008220

Marsh, H. W., Trautwein, U., Lüdtke, O., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16(2), 191–225. https://doi.org/10.1080/10705510902751010

McElvany, N., Becker, M., & Lüdtke, O. (2009). Die Bedeutung familiärer Merkmale für Lesekompetenz, Wortschatz, Lesemotivation und Leseverhalten. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 41(3), 121–131. https://doi.org/10.1026/0049-8637.41.3.121

Neumann, M., Nagy, G., Trautwein, U., & Lüdtke, O. (2009). Vergleichbarkeit von Abiturleistungen: Leistungs- und Bewertungsunterschiede zwischen Hamburger und Baden-Württemberger Abiturienten und die Rolle zentraler Abiturprüfungen. Zeitschrift für Erziehungswissenschaft, 12(4), 691–714. https://doi.org/10.1007/s11618-009-0099-6

Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243–258. https://doi.org/10.1016/j.learninstruc.2008.05.001

Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101(4), 853–866. https://doi.org/10.1037/a0016306

Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97(6), 1115–1128. https://doi.org/10.1037/a0017048

Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176–189. https://doi.org/10.1037/0022-0663.101.1.176

Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Lüdtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34(1), 77–88. https://doi.org/10.1016/j.cedpsych.2008.09.001

Brunner, M., Lüdtke, O., & Trautwein, U. (2008). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research, 43(1), 137–172. https://doi.org/10.1080/00273170701836737