Abstract
Abstract Educational psychologists study changes over time that reflect academic, cognitive, emotional, and social development of students. The purpose of this article is to review the basic principles and procedures of the statistical applications used by educational psychologists to study change. While repeated measures ANOVA is widely used in empirical studies published recently in refereed journals, researchers are as likely to use growth‐curve modeling or structural equation modeling to test their hypotheses. Both growth‐curve modeling and structural equation modeling afford educational psychologists advantages in the analysis of change that overcome limitations of repeated measures ANOVA . A brief description of each statistical technique is provided with a summary of how the procedure has been applied by educational psychologists. Testing of assumptions, estimating effect sizes and power, and current statistical advances in the study of how individuals' affect, behavior, and cognition change are discussed.
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