The use and interpretation of canonical correlation analysis in Journal of Educational Research articles from 1978 to 1989 were reviewed. Wide variation in the use of terminology was found across 10 articles reporting 11 studies. The sample sizes used did not always achieve a desired level of stability in the interpretation of results. Given that several supplementary analyses are now available, researchers should be encouraged to use the model more fully in the interpretation of their results.
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Pugh et al. (1991) studied this question.
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