1. A bias-corrected RMSD item fit statistic: An evaluation and comparison to alternatives

    Köhler, C., Robitzsch, A. & Hartig, J., 06.2020, In: Journal of Educational and Behavioral Statistics. 45, 3, p. 251-273 23 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. Abilities of participants at students’ science competitions

    Köhler, C., 2016, Narratives of doctoral studies in science education: Making the transition from educational practitioner to researcher. Simon, S., Ottander, C. & Parchmann, I. (eds.). Abingdon: Routledge, p. 42-55 14 p. 5. (Routledge Research in Higher Education).

    Research output: Chapter in anthology/conference proceedingContribution to collected edition/anthologyEducation

  3. Abitur und Studierfähigkeit

    Köller, O., 2013, Von der Schule zur Hochschule: Analysen, Konzeptionen und Gestaltungsperspektiven des Übergangs. Asdonk, J., Kuhnen, S. U. & Bornkessel, P. (eds.). Münster [u.a.]: Waxmann, p. 25-49 25 p.

    Research output: Chapter in anthology/conference proceedingContribution to collected edition/anthologyResearch

  4. About the equivalence of the latent D-scoring model and the two-parameter logistic item response model

    Robitzsch, A., 22.06.2021, In: Mathematics. 9, 13, 17 p., 1465.

    Research output: Contribution to journalJournal articleResearchpeer-review

  5. Abschlussbericht zum Programm "SINUS an Grundschulen": 1. August 2009 bis 31. Juli 2013

    Fischer, C., Döring, B., Rieck, K., Trepke, F., Dalehefte, I. M., Menk, M. & Köller, O., 03.2014, Druckversion ed., Kiel: IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, p. 1-46, 46 p. (Berichterstattung des Programms "SINUS an Grundschulen").

    Research output: Working paperProject reportTransfer

  6. Academic engagement and mathematics interest in authoritative classrooms: A structural equation modeling approach

    Shukla, K. D. & Chakraverty, D., 2016, Electronic Proceedings of the ESERA 2015 Conference: Science education research: Engaging learners for a sustainable future. Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A. & Hahl, K. (eds.). University of Helsinki, Vol. Part 17. p. 2846-2852 7 p.

    Research output: Chapter in anthology/conference proceedingConference contribution (Article)Research

  7. Academic self-concept during the transition to upper secondary school

    von Keyserlingk, L., Jansen, M. & Becker, M., 01.2019, In: Contemporary Educational Psychology. 56, p. 152-160 9 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  8. Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences

    Jansen, M., Schroeders, U. & Lüdtke, O., 2014, In: Learning and Individual Differences. 30, February 2014, p. 11-21 11 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  9. Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study

    Guill, K., Lüdtke, O. & Köller, O., 02.2017, In: Learning and Instruction. 47, February 2017, p. 43–52 10 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  10. Acceleration in elementary school: Using propensity score matching to estimate the effects on academic achievement

    Kretschmann, J., Vock, M. & Lüdtke, O., 2014, In: Journal of Educational Psychology. 106, 4, p. 1080-1095 16 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

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