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Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers
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Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers (2014)Teachers’ reasons for using self-assessme…Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)Spring cleaning for the “mess…Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Investigating Self-Regulation…The use of scoring rubrics: Reliability, validity and educational consequences (2007)The use of scoring rubrics: R…Teachers’ Beliefs and Conceptions: A Synthesis of the Research (2006)Teachers’ Beliefs and Concept…On the Performance of Maximum Likelihood Versus Means and Variance Adjusted Weighted Least Squares Estimation in CFA (2006)On the Performance of Maximum…Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Authentic leadership development: Getting to the root of positive forms of leadership (2005)Authentic leadership developm…In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings (2004)In Search of Golden Rules: Co…Handbook of Research on Teaching (2001)Handbook of Research on Teach…The use of self-, peer and co-assessment in higher education: A review (1999)The use of self-, peer and co…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…Handbook of research on mathematics teaching and learning (1992)Handbook of research on mathe…A power primer. (1992)A power primer.Structural Equations with Latent Variables. (1991)Structural Equations with Lat…Attitudes, Personality and Behavior (1988)Attitudes, Personality and Be…Firm Resources and Sustained Competitive Advantage (1991)Self-Efficacy: The Exercise of Control (1999)Firm resources and sustained competitive advantage (2004)Ethical leadership: A review and future directions (2006)Leadership: Current Theories, Research, and Future Directions (2008)Servant Leadership: A Review and Synthesis (2010)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Alternative Ways of Assessing Model Fit (1992)Scale Development Research (2006)Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)Structural Equation Modelling: Guidelines for Determining Model Fit (2008)Comparative fit indexes in structural models. (1990)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures (2003)Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)A social cognitive view of self-regulated academic learning. (1989)Attaining Self-Regulation (2000)Handbook of Self-Regulation (2000)The Power of Feedback (2007)Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)Handbook of Self-Regulation of Learning and Performance (2017)Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Online formative assessment in higher education: A review of the literature (2011)Rethinking models of feedback for learning: the challenge of design (2012)Making Sense of Assessment Feedback in Higher Education (2013)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)The theory of planned behavior (1991)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1 (2002)A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. (2002)Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration1 (2009)Common method biases in behavioral research: A critical review of the literature and recommended remedies. (2003)lavaan : An R Package for Structural Equation Modeling (2012)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)
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References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives108,592 cited
  • 1992A power primer.42,571 cited
  • 1991Structural Equations with Latent Variables.17,443 cited
  • 1988Attitudes, Personality and Behavior6,824 cited
  • 2004In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings6,661 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2005Authentic leadership development: Getting to the root of positive forms of leadership5,469 cited
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  • 2001Handbook of Research on Teaching2,431 cited
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  • 2007The use of scoring rubrics: Reliability, validity and educational consequences1,416 cited
  • 2006On the Performance of Maximum Likelihood Versus Means and Variance Adjusted Weighted Least Squares Estimation in CFA

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1,276 cited
  • 1999The use of self-, peer and co-assessment in higher education: A review1,205 cited
  • 2011Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?990 cited
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