| Pros and cons of structural equation modeling C Nachtigall, U Kroehne, F Funke, R Steyer Methods Psychological Research Online 8 (2), 1-22, 2003 | 728 | 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 | 190 | 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 | 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 | 113 | 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 | 112 | 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 | 99 | 2020 |
| 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 | 92 | 2022 |
| 11 Computer-based competence tests in the national educational panel study: The challenge of mode effects U Kroehne, T Martens Zeitschrift für Erziehungswissenschaft 14 (Suppl 2), 169-186, 2011 | 60 | 2011 |
| From byproduct to design factor: On validating the interpretation of process indicators based on log data F Goldhammer, C Hahnel, U Kroehne, F Zehner Large-Scale Assessments in Education 9 (1), 20, 2021 | 57 | 2021 |
| Should we use SEM C Nachtigall, U Kroehne, F Funke, R Steyer Pros and Cons of Structural Equation Modeling 8 (2), 1-22, 2003 | 54 | 2003 |
| 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 | 49 | 2019 |
| Model‐based treatment of rapid guessing T Deribo, U Kroehne, F Goldhammer Journal of Educational Measurement 58 (2), 281-303, 2021 | 46 | 2021 |
| 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 | 45 | 2018 |
| 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 | 42 | 2016 |
| More than (single) text comprehension?–On university students’ understanding of multiple documents N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor Frontiers in Psychology 11, 562450, 2020 | 40 | 2020 |
| 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, 884, 2020 | 40 | 2020 |
| Rapid guessing rates across administration mode and test setting U Kroehne, T Deribo, F Goldhammer Psychological Test and Assessment Modeling 62 (2), 147-177, 2020 | 40 | 2020 |
| 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 | 38 | 2014 |
| Herausforderungen bei der Schätzung von Trends in Schulleistungsstudien A Robitzsch, O Lüdtke, O Köller, U Kröhne, F Goldhammer, JH Heine Diagnostica, 2016 | 36 | 2016 |
| Reading digital text involves working memory updating based on task characteristics and reader behavior C Hahnel, F Goldhammer, U Kröhne, J Naumann Learning and individual differences 59, 149-157, 2017 | 35 | 2017 |
