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We used structural equation modeling to examine these relations.
Specifically, we used structural equation modeling to simultaneously examine direct and indirect associations between teacher-center contact and later adjustment via initial social adjustment.
In this study, we used structural equation modeling to test whether scientific reasoning ability predicts religiosity, acceptance of creationist views, or acceptance of evolution.
We then used structural equation modeling to incorporate error-in-measurement corrections for basal area and groundwater to remove bias in the model.
We used structural equation modeling to gain a holistic understanding of learning environments, including the influence of personal characteristics, course design, and student perceptions of the learning experience on in-the-moment cognitive and emotional engagement.
This pilot study used structural equation modeling to conduct a path analysis to explore the direct and indirect effects of adolescent psychopathology on risky sex, drug/alcohol use, and needle use.
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We used structural equation modelling to perform a confirmatory factor analysis to examine the seven-syndrome CBCL structure.
We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha.
A better model would be to simultaneously assess both measurement and latent structures using structural equation modeling.
A better model may be to simultaneously assess both measurement and latent structures using structural equation modeling.
Data were analyzed using structural equation modeling.
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