Tanya L Eckert
Biographic Data
| ID | 5834732 |
|---|---|
| NAME | Tanya L Eckert |
| GIVEN NAMES | Tanya L |
| FAMILY NAME | Eckert |
| SIGNATURE | ECKERT T L |
| AFFILIATIONS | Syracuse University |
| ORCID | 0000-0003-0120-6978 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Boosting Writing Success
Although writing attitudes have been found to positively predict writing achievement and writing interventions have been found to enhance writing attitudes, existing research has predominately focused on evaluating writing attitudes before and after the implementation of writing interventions. In this study, 45 fourth-grade students participated in a six-week performance feedback writing intervention, with writing attitudes assessed both pre- and…
You'll learn to love it? Examining the relationship between intervention dose and acceptability among third‐grade students
The acceptability of school‐based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g., dynamic) impact students' ratings, no studies have examined the role of intervention dosage despite ear…
Examining student adherence within a cover‐copy‐compare intervention
Cover‐copy‐compare is a self‐management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover‐copy‐compare permanent pro…
Assessing children's perceptions of intervention acceptability ratings
This study explored the concordance between 70 third‐grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated statistically significant differences between female and male students’ perceptions of the intervent…
Child Abuse and School Settings
The Relationship between Canonical Correlation Analysis and Multivariate Multiple Regression
The similarities between multivariate multiple regression and canonical correlation analysis have been inconsistently acknowledged in the literature. The present article shows that, although the stated objectives of these two analyses seem different, aspects of the analyses themselves are mathematically equivalent. A multivariate multiple regression analysis that incorporates discriminant analysis as part of its post hoc investigation will produc…
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The Relationship between Canonical Correlation Analysis and Multivariate Multiple Regression
The similarities between multivariate multiple regression and canonical correlation analysis have been inconsistently acknowledged in the literature. The present article shows that, although the stated objectives of these two analyses seem different, aspects of the analyses themselves are mathematically equivalent. A multivariate multiple regression analysis that incorporates discriminant analysis as part of its post hoc investigation will produc…
Child Abuse and School Settings
Assessing children's perceptions of intervention acceptability ratings
This study explored the concordance between 70 third‐grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated statistically significant differences between female and male students’ perceptions of the intervent…
You'll learn to love it? Examining the relationship between intervention dose and acceptability among third‐grade students
The acceptability of school‐based interventions has been regularly examined among teachers and parents; however, students are less frequently assessed despite being the recipients of most interventions. Although recent studies have begun exploring how different student characteristics (e.g., gender) and types of acceptability assessments (e.g., dynamic) impact students' ratings, no studies have examined the role of intervention dosage despite ear…
Examining student adherence within a cover‐copy‐compare intervention
Cover‐copy‐compare is a self‐management intervention strategy developed to improve students' academic performance, particularly in spelling. In academic intervention research, it is often assumed that students are completing the intervention as intended, yet this is seldom examined during intervention implementation or subsequent data analysis. The primary aim of this study was to retrospectively examine students' cover‐copy‐compare permanent pro…
Boosting Writing Success
Although writing attitudes have been found to positively predict writing achievement and writing interventions have been found to enhance writing attitudes, existing research has predominately focused on evaluating writing attitudes before and after the implementation of writing interventions. In this study, 45 fourth-grade students participated in a six-week performance feedback writing intervention, with writing attitudes assessed both pre- and…
Psychology (4 works) · Clinical Psychology (3 works) · Intervention (counseling) (3 works) · Medicine (3 works) · Psychiatry (3 works) · Reading and Literacy Development (3 works) · Writing and Handwriting Education (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Medical education (2 works) · Psychological intervention (2 works)