Marsh, H., & Alamer, A. (2024). When and how to use set-exploratory structural equation modelling to test structural models: A tutorial using the R package lavaan. The British Psychological Society, 00, 1-18. doi: 10.1111/bmsp.12336
Alamer, A., Morin, A. J. S., Alrabai, F., & Alharfi, A. (2023). Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240, 104021. doi: https://doi.org/10.1016/j.actpsy.2023.104021
Alamer, A., & Alrabai, F. (2023). The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1), 148-168. doi: 10.1093/applin/amac035
Alamer, A., Al Khateeb, A., & Jeno, L. M. (2023). Using WhatsApp increases language students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2), 417-431. doi: 10.1111/jcal.12753
Alamer, A., & Al Sultan, H. (2022). The role of basic psychological needs on volunteering and national responsibility during the COVID-19 pandemic: Results from the context of Saudi Arabia. Frontiers in Education, 7, 944048. doi: 10.3389/feduc.2022.944048
Alamer, A. (2022). Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4(1), e14322. doi: https://doi.org/10.52598/jpll/4/1/1
Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108, 102850. doi: 10.1016/j.system.2022.102850
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1), 164-184. doi: 10.1017/S027226312100005X
Alamer, A. (2022). Exploratory structural equation modeling (ESEM) and bifactor ESEM
for construct validation purposes: Guidelines and applied example. Research Methods in Applied Linguistics, 1(1), 100005. doi: 10.1016/j.rmal.2022.100005
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. doi: 10.1016/j.rmal.2022.100027
Shirvan, M. E., & Alamer, A. (2022). Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, Advance Online doi: 10.1080/01434632.2022.2075002
Alamer, A., & Marsh, H. (2022). Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 44(5), 1477-1500. doi: 10.1017/S0272263121000863
Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning doi: 10.1080/09588221.2021.1903042
Alamer, A. (2021). Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12, 732016. doi: 10.3389/fpsyg.2021.732016
Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6, 618655. doi: 10.3389/feduc.2021.618655
Alamer, A., & Lee, J. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 0(0), 1-22. doi: 10.1177/13621688211033694
Alamer, A., & Lee, J. (2019). A motivational process model explaining L2 Saudi students’ achievement of English. System, 87, 102133. doi: 10.1016/j.system.2019.102133
