Abstract
Rodgers (2010) recently applauded a revolution involving the increased use of statistical modeling techniques. It is argued that such use may have a downside, citing empirical evidence in educational psychology that modeling techniques are often applied in cross-sectional, correlational studies to produce unjustified causal conclusions and prescriptive statements.
DOI
10.22237/jmasm/1288584060
Included in
Applied Statistics Commons, Social and Behavioral Sciences Commons, Statistical Theory Commons
