| The flipped classroom and cooperative learning: Evidence from a randomised experiment N Foldnes Active Learning in Higher Education 17 (1), 2016 | 484 | 2016 |
| A qualitative investigation of student engagement in a flipped classroom AT Steen-Utheim, N Foldnes Teaching in Higher Education, 2017 | 312 | 2017 |
| Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling BR Walgermo, N Foldnes, PH Uppstad, OJ Solheim Reading and writing 31, 1379-1399, 2018 | 100 | 2018 |
| A simple simulation technique for nonnormal data with prespecified skewness, kurtosis, and covariance matrix N Foldnes, UH Olsson Multivariate behavioral research 51 (2-3), 207-219, 2016 | 58 | 2016 |
| The choice of product indicators in latent variable interaction models: post hoc analyses. N Foldnes, KA Hagtvet Psychological Methods 19 (3), 444, 2014 | 50 | 2014 |
| How general is the Vale–Maurelli simulation approach? N Foldnes, S Grønneberg Psychometrika 80 (4), 1066-1083, 2015 | 44 | 2015 |
| The impact of class attendance on student learning in a flipped classroom N Foldnes Nordic Journal of Digital Literacy 12 (1-2), 8-18, 2017 | 43 | 2017 |
| The sensitivity of structural equation modeling with ordinal data to underlying non-normality and observed distributional forms. N Foldnes, S Grønneberg Psychological Methods 27 (4), 541, 2022 | 42 | 2022 |
| Assessing model fit in structural equation modeling using appropriate test statistics KM Marcoulides, N Foldnes, S Grønneberg Structural Equation Modeling: A Multidisciplinary Journal 27 (3), 369-379, 2020 | 40 | 2020 |
| Pernicious polychorics: The impact and detection of underlying non-normality N Foldnes, S Grønneberg Structural Equation Modeling: A Multidisciplinary Journal 27 (4), 525-543, 2020 | 37 | 2020 |
| How can we determine students’ motivation for reading before formal instruction? Results from a self-beliefs and interest scale validation EM McTigue, OJ Solheim, B Walgermo, J Frijters, N Foldnes Early Childhood Research Quarterly 48, 122-133, 2019 | 35 | 2019 |
| Correcting too much or too little? The performance of three chi-square corrections N Foldnes, UH Olsson Multivariate behavioral research 50 (5), 533-543, 2015 | 32 | 2015 |
| A note on hop-constrained walk polytopes G Dahl, N Foldnes, L Gouveia Operations Research Letters 32 (4), 345-349, 2004 | 30 | 2004 |
| LP based heuristics for the multiple knapsack problem with assignment restrictions G Dahl, N Foldnes Annals of Operations Research 146, 91-104, 2006 | 28 | 2006 |
| Covariance model simulation using regular vines S Grønneberg, N Foldnes Psychometrika 82 (4), 1035-1051, 2017 | 27 | 2017 |
| Statistikk og dataanalyse N Foldnes, S Grønneberg, GH Hermansen, EC Wellèn Oslo: Cappelen Damm, 2018 | 26 | 2018 |
| Can children's instructional gameplay activity be used as a predictive indicator of reading skills? JM Thomson, N Foldnes, PH Uppstad, M Njå, OJ Solheim, K Lundetræ Learning and Instruction 68, 101348, 2020 | 24 | 2020 |
| covsim: An r package for simulating non-normal data for structural equation models using copulas S Grønneberg, N Foldnes, M Katerina Journal of Statistical Software 102 (3), 1-45, 2022 | 20 | 2022 |
| On identification and non-normal simulation in ordinal covariance and item response models N Foldnes, S Grønneberg Psychometrika 84 (4), 1000-1017, 2019 | 20 | 2019 |
| Factor analyzing ordinal items requires substantive knowledge of response marginals. S Grønneberg, N Foldnes Psychological Methods 29 (1), 65, 2024 | 18 | 2024 |
Steffen GrønnebergProfessor of Statistics at BI Norwegian Business SchoolVerifisert e-postadresse på bi.no
