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題名:後設分析與階層線性模式的應用-
作者:蕭佳純
書刊名:多層次模式在創造力之研究:理論、方法與實務
頁次:193-208
出版日期:2013
出版項:臺南:蕭佳純
主題關鍵詞:後設分析階層線性模式HLM
學門:社會學
資料類型:專書論文
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期刊論文
1.劉仿桂(20100600)。臺灣兒童與青少年人際關係團體輔導成效之後設分析研究。諮商輔導學報,22,63-104。new window  延伸查詢new window
2.Zeidner, M.、Schleyer, E. J.(1999)。The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children。Contemporary Educational Psychology,24,305-329。  new window
3.林季玲、楊淑晴(20090700)。生死態度之教學成效的後設分析。課程與教學,12(3),107-128。new window  延伸查詢new window
4.Lietz, P.(2006)。A meta-analysis of gender differences in reading achievement at the secondary school level。Studies in Educational Evaluation,32(4),317-344。  new window
5.張萬烽、鈕文英(20101100)。美國身心障礙學生考試調整策略成效之後設分析。特殊教育研究學刊,35(3),27-50。new window  延伸查詢new window
6.Jenson, W. R.、Clark, E.、Kircher, J. C.、Kristjansson, S. D.(2007)。Statistical reform: Evidence-based practice, meta-analyses, and single subject designs。Psychology in the Schools,44(5),483-493。  new window
7.Denson, N.、Seltzer, M. H.(2011)。Meta-analysis in higher education: An illustrative example using hierarchical linear modeling。Research in Higher Education,52(3),215-244。  new window
8.Wang, S. Y.、Parrila, Rauno、Cui, Ying(2011)。Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM。Research in Autism Spectrum Disorders,5(1),562-569。  new window
9.Preckel, F.、Zeidner, M.、Goetz, T.、Schleyer, E. J.(2008)。Female "big fish" swimming against the tide: The "big-fish-little-pond effect" and gender-ratio in special gifted classes。Contemporary Educational Psychology,33(1),78-96。  new window
10.Nowak, C.、Heinrichs, N.(2008)。A comprehensive meta-analysis of triple P-positive parenting program using hierarchical linear modeling: Effectiveness and moderating variables。Clinical Child and Family Psychology Review,11(3),114-144。  new window
11.Kim, J.、Suen, H. K.(2003)。Predicting children's academic achievement from early assessment scores: a validity generalization study。Early Childhood Research Quarterly,18(4),547-566。  new window
 
 
 
 
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