<p>In the article “A Longitudinal Investigation of Motivation and Secondary School Achievement Using Growth Mixture Modeling,” by Flaviu Hodis, Luanna Meyer, John McClure, Kirsty Weir, and Frank Walkey ( Journal of Educational Psychology , Advance online publication. March 14, 2011. doi: 10.1037/a0022547), in Figure 5 , the eight curves, corresponding to the 8 different subsamples, are represented with the same symbol (i.e., empty squares). The original figure, as included in the accepted manuscript, represents each subsample with a different symbol. These changes are only needed to make reading and interpretation of Figure 5 easier. The changes are very small and do not in any way affect the findings of the research.</p> <p>The correct figure is presented below.</p>
Correction to Hodis et al. (2011)
Abstract
<p>In the article “A Longitudinal Investigation of Motivation and Secondary School Achievement Using Growth Mixture Modeling,” by Flaviu Hodis, Luanna Meyer, John McClure, Kirsty Weir, and Frank Walkey ( Journal of Educational Psychology , Advance online publication. March 14, 2011. doi: 10.1037/a0022547), in Figure 5 , the eight curves, corresponding to the 8 different subsamples, are represented with the same symbol (i.e., empty squares). The original figure, as included in the accepted manuscript, represents each subsample with a different symbol. These changes are only needed to make reading and interpretation of Figure 5 easier. The changes are very small and do not in any way affect the findings of the research.</p> <p>The correct figure is presented below.</p>Preview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Correction to Hodis et al. (2011)
Follow Journal of Educational Psychology
, Volume 103 (2): 454
PsycARTICLES® – May 1, 2011
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