Jason W. Osborne, Ph.D., Pstat(r)
Title
Cited by
Cited by
Year
Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis
AB Costello, JW Osborne
Practical Assessment, Research & Evaluation 10 (7), 1-9, 2005
122682005
Best practices in quantitative methods
JW Osborne
Sage Publications, Inc, 2008
2035*2008
Four Assumptions Of Multiple Regression That Researchers Should Always Test
JW Osborne, E Waters
Practical Assessment, Research, and Evaulation 8 (2), 1-5, 2002
19232002
The power of outliers (and why researchers should always check for them)
JW Osborne, A Overbay
Practical assessment, research & evaluation 9 (6), 1-12, 2004
11862004
Improving your data transformations: Applying the Box-Cox transformation
JW Osborne
Practical Assessment, Research & Evaluation 15 (12), 2, 2010
9362010
Sample size and subject to item ratio in principal components analysis
JW Osborne, AB Costello
Practical Assessment, Research & Evaluation 9 (11), 8, 2004
9102004
Notes on the use of data transformations
J Osborne
Practical assessment, research, and evaluation 8 (1), 6, 2002
8332002
Best practices in data cleaning: A complete guide to everything you need to do before and after collecting your data
JW Osborne
Sage, 2013
702*2013
Race and academic disidentification.
JW Osborne
Journal of Educational Psychology 89 (4), 728, 1997
6971997
Best Practices in Exploratory Factor Analysis
JW Osborne
CreateSpace Independent Publishing Platform, 2014
5952014
Testing stereotype threat: Does anxiety explain race and sex differences in achievement?
JW Osborne
Contemporary Educational Psychology 26 (3), 291-310, 2001
5122001
Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction
MR Blanchard, SA Southerland, JW Osborne, VD Sampson, LA Annetta, ...
Science education 94 (4), 577-616, 2010
4822010
Advantages of hierarchical linear modeling
JW Osborne
Practical Assessment, Research & Evaluation 7 (1), 1-3, 2000
4812000
Academics, self-esteem, and race: A look at the underlying assumptions of the disidentification hypothesis
JW Osborne
Personality and Social Psychology Bulletin 21 (5), 449, 1995
4241995
Metacognitive monitoring accuracy and student performance in the postsecondary classroom
JL Nietfeld, L Cao, JW Osborne
The Journal of Experimental Educational, 7-28, 2005
3532005
Unraveling underachievement among African American boys from an identification with academics perspective
JW Osborne
Journal of Negro Education, 555-565, 1999
336*1999
Stereotype threat, identification with academics, and withdrawal from school: Why the most successful students of colour might be most likely to withdraw
JW Osborne, C Walker
Educational Psychology 26 (4), 563-577, 2006
314*2006
What is rotating in exploratory factor analysis?
JW Osborne
Practical Assessment, Research, and Evaluation 20 (1), 2, 2015
3072015
The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy
JL Nietfeld, L Cao, JW Osborne
Metacognition and Learning 1 (2), 159, 2006
2782006
Replication analysis in exploratory factor analysis: What it is and why it makes your analysis better
JW Osborne, DC Fitzpatrick
Practical Assessment, Research & Evaluation 17 (15), 1-8, 2012
2702012
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