Dr. Ulf Kroehne
Dr. Ulf Kroehne
DIPF | Leibniz Institute for Research and Information in Education
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Cited by
Cited by
Pros and cons of structural equation modeling
C Nachtigall, U Kroehne, F Funke, R Steyer
Methods Psychological Research Online 8 (2), 1-22, 2003
Effects of linear reading, basic computer skills, evaluating online information, and navigation on reading digital text
C Hahnel, F Goldhammer, J Naumann, U Kröhne
Computers in Human Behavior 55, 486-500, 2016
Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement
J Zylka, G Christoph, U Kroehne, J Hartig, F Goldhammer
Computers in Human Behavior 53, 149-160, 2015
How to conceptualize, represent, and analyze log data from technology-based assessments? A generic framework and an application to questionnaire items
U Kroehne, F Goldhammer
Behaviormetrika 45 (2), 527-563, 2018
The role of reading skills in the evaluation of online information gathered from search engine environments
C Hahnel, F Goldhammer, U Kröhne, J Naumann
Computers in Human Behavior 78, 223-234, 2018
Who's Learning? Using Demographics in EDM Research.
L Paquette, J Ocumpaugh, Z Li, A Andres, R Baker
Journal of Educational Data Mining 12 (3), 1-30, 2020
11 Computer-based competence tests in the national educational panel study: The challenge of mode effects
U Kroehne, T Martens
Zeitschrift für Erziehungswissenschaft 2 (14), 169-186, 2011
Should we use SEM
C Nachtigall, U Kroehne, F Funke, R Steyer, F Schiller
Pros and Cons of Structural Equation Modeling 8 (2), 1-22, 2003
A response-time-based latent response mixture model for identifying and modeling careless and insufficient effort responding in survey data
E Ulitzsch, S Pohl, L Khorramdel, U Kroehne, M von Davier
Psychometrika 87 (2), 593-619, 2022
The transition to computer-based testing in large-scale assessments: Investigating (partial) measurement invariance between modes
S Buerger, U Kroehne, F Goldhammer
Psychological Test and Assessment Modeling 58 (4), 597, 2016
Validating process variables of sourcing in an assessment of multiple document comprehension
C Hahnel, U Kroehne, F Goldhammer, C Schoor, N Mahlow, C Artelt
British Journal of Educational Psychology 89 (3), 524-537, 2019
The dominance of introspective measures and what this implies: The example of environmental attitude
S Otto, U Kröhne, D Richter
PloS one 13 (2), e0192907, 2018
Herausforderungen bei der Schätzung von Trends in Schulleistungsstudien
A Robitzsch, O Lüdtke, O Köller, U Kröhne, F Goldhammer, JH Heine
Diagnostica, 2016
Development and evaluation of a computer adaptive test to assess anxiety in cardiovascular rehabilitation patients
B Abberger, A Haschke, M Wirtz, U Kroehne, J Bengel, H Baumeister
Archives of physical medicine and rehabilitation 94 (12), 2433-2439, 2013
Kompetenzmessung in PISA 2015
JH Heine, J Mang, L Borchert, J Gomolka, U Kröhne, F Goldhammer, ...
PISA 2015: Eine Studie zwischen Kontinuität und Innovation, 2016
Controlling individuals’ time spent on task in speeded performance measures: Experimental time limits, posterior time limits, and response time modeling
F Goldhammer, U Kroehne
Applied Psychological Measurement 38 (4), 255-267, 2014
Reanalysis of the German PISA data: A comparison of different approaches for trend estimation with a particular emphasis on mode effects
A Robitzsch, O Lüdtke, F Goldhammer, U Kroehne, O Köller
Frontiers in Psychology 11, 528385, 2020
Methodische Anforderungen an schulische Leistungsmessung–auf dem Weg zu fairen Vergleichen
C Nachtigall, U Kröhne
Rückmeldung und Rezeption von Forschungsergebnissen, 59-74, 2006
Adaptive screening for depression—Recalibration of an item bank for the assessment of depression in persons with mental and somatic diseases and evaluation in a simulated …
T Forkmann, U Kroehne, M Wirtz, C Norra, H Baumeister, S Gauggel, ...
Journal of Psychosomatic Research 75 (5), 437-443, 2013
Model‐based treatment of rapid guessing
T Deribo, U Kroehne, F Goldhammer
Journal of Educational Measurement 58 (2), 281-303, 2021
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