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Peer reviewedPike, Gary R. – Review of Higher Education, 1992
A study at the University of Tennessee Knoxville used mixed-effect structural equation models incorporating latent variables as an alternative to conventional methods of analyzing college students' (n=722) first-year-to-senior academic gains. Results indicate, contrary to previous analysis, that coursework and student characteristics interact to…
Descriptors: Academic Achievement, Achievement Gains, College Students, Higher Education
