A
Alexander Robitzsch
Researcher at Leibniz Association
Publications - 140
Citations - 5178
Alexander Robitzsch is an academic researcher from Leibniz Association. The author has contributed to research in topics: Computer science & Item response theory. The author has an hindex of 25, co-authored 111 publications receiving 3997 citations. Previous affiliations of Alexander Robitzsch include Humboldt University of Berlin & Leibniz Institute for Neurobiology.
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Journal ArticleDOI
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching
Herbert W. Marsh,Bengt Muthén,Tihomir Asparouhov,Oliver Lüdtke,Alexander Robitzsch,Alexandre J. S. Morin,Ulrich Trautwein +6 more
TL;DR: In this article, a taxonomy of ESEM measurement invariance is proposed, showing complete invariance (factor loadings, factor correlations, item uniquenesses, item intercepts, latent means) over multiple groups based on the SETs collected in the first and second halves of a 13-year period.
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The Multilevel Latent Covariate Model: A New, More Reliable Approach to Group-Level Effects in Contextual Studies.
Oliver Lüdtke,Herbert W. Marsh,Alexander Robitzsch,Ulrich Trautwein,Tihomir Asparouhov,Bengt Muthén +5 more
TL;DR: A new multilevel latent covariate (MLC) approach is introduced that corrects for unreliability at L2 and results in unbiased estimates of L2 constructs under appropriate conditions and suggests when researchers should most appropriately use one, the other, or a combination of both approaches.
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Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error.
Herbert W. Marsh,Oliver Lüdtke,Alexander Robitzsch,Ulrich Trautwein,Tihomir Asparouhov,Bengt Muthén,Benjamin Nagengast +6 more
TL;DR: Results are used to test the big-fish-little-pond effect (BFLPE), showing that individual student levels of academic self-concept (L1-ASC) are positively associated with individual level achievement and negatively associated with school-average achievement—a finding with important policy implications for the way schools are structured.
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Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling
TL;DR: This article showed that conclusions about the impact of learning environments can be substantially affected by the choice of a specific centering option for the individual student ratings, and that the reliability of aggregated student ratings must be routinely assessed before these perceptions are related to outcome variables.
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Umgang mit fehlenden Werten in der psychologischen Forschung : Probleme und Lösungen
TL;DR: In this paper, a Ubersicht der in der Literatur diskutierten Ansatze zum Umgang mit fehlenden Werten vorgenommen, wobei drei Typen von Verfahren unterschieden werden.