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Same Constructs (same + construct)
Selected AbstractsFactorial Invariance Within Longitudinal Structural Equation Models: Measuring the Same Construct Across TimeCHILD DEVELOPMENT PERSPECTIVES, Issue 1 2010Keith F. Widaman Abstract, Charting change in behavior as a function of age and investigating longitudinal relations among constructs are primary goals of developmental research. Traditionally, researchers rely on a single measure (e.g., scale score) for a given construct for each person at each occasion of measurement, assuming that measure reflects the same construct at each occasion. With multiple indicators of a latent construct at each time of measurement, the researcher can evaluate whether factorial invariance holds. If factorial invariance constraints are satisfied, latent variable scores at each time of measurement are on the same metric and stronger conclusions are warranted. This article discusses factorial invariance in longitudinal studies, contrasting analytic approaches and highlighting strengths of the multiple-indicator approach to modeling developmental processes. [source] Modelling method effects as individual causal effectsJOURNAL OF THE ROYAL STATISTICAL SOCIETY: SERIES A (STATISTICS IN SOCIETY), Issue 1 2008Steffi Pohl Summary., Method effects often occur when different methods are used for measuring the same construct. We present a new approach for modelling this kind of phenomenon, consisting of a definition of method effects and a first model, the method effect model, that can be used for data analysis. This model may be applied to multitrait,multimethod data or to longitudinal data where the same construct is measured with at least two methods at all occasions. In this new approach, the definition of the method effects is based on the theory of individual causal effects by Neyman and Rubin. Method effects are accordingly conceptualized as the individual effects of applying measurement method j instead of k. They are modelled as latent difference scores in structural equation models. A reference method needs to be chosen against which all other methods are compared. The model fit is invariant to the choice of the reference method. The model allows the estimation of the average of the individual method effects, their variance, their correlation with the traits (and other latent variables) and the correlation of different method effects among each other. Furthermore, since the definition of the method effects is in line with the theory of causality, the method effects may (under certain conditions) be interpreted as causal effects of the method. The method effect model is compared with traditional multitrait,multimethod models. An example illustrates the application of the model to longitudinal data analysing the effect of negatively (such as ,feel bad') as compared with positively formulated items (such as ,feel good') measuring mood states. [source] Procrastination, conscientiousness, anxiety, and goals: Exploring the measurement and correlates of procrastination among school-aged childrenPSYCHOLOGY IN THE SCHOOLS, Issue 4 2002Steven J. Scher We explore the reliability and validity of a self-report measure of procrastination and conscientiousness designed for use with third- to fifth-grade students. The responses of 120 students are compared with teacher and parent ratings of the student. Confirmatory and exploratory factor analyses were also used to examine the structure of the scale. Procrastination and conscientiousness are highly correlated (inversely); evidence suggests that procrastination and conscientiousness are aspects of the same construct. Procrastination and conscientiousness are correlated with the Physiological Anxiety subscale of the Revised Children's Manifest Anxiety Scale, and with the Task (Mastery) and Avoidance (Task Aversiveness) subscales of Skaalvik's (1997) Goal Orientation Scales. Both theoretical implications and implications for interventions are discussed. © 2002 Wiley Periodicals, Inc. [source] Factorial Invariance Within Longitudinal Structural Equation Models: Measuring the Same Construct Across TimeCHILD DEVELOPMENT PERSPECTIVES, Issue 1 2010Keith F. Widaman Abstract, Charting change in behavior as a function of age and investigating longitudinal relations among constructs are primary goals of developmental research. Traditionally, researchers rely on a single measure (e.g., scale score) for a given construct for each person at each occasion of measurement, assuming that measure reflects the same construct at each occasion. With multiple indicators of a latent construct at each time of measurement, the researcher can evaluate whether factorial invariance holds. If factorial invariance constraints are satisfied, latent variable scores at each time of measurement are on the same metric and stronger conclusions are warranted. This article discusses factorial invariance in longitudinal studies, contrasting analytic approaches and highlighting strengths of the multiple-indicator approach to modeling developmental processes. [source] Further examination of the convergent and discriminant validity of the student,teacher relationship scaleINFANT AND CHILD DEVELOPMENT, Issue 6 2009Sarah Doumen Abstract Two studies extended psychometric research on the Student,Teacher Relationship Scale (STRS) with kindergarten and preschool children (N1 = 60,71; N2 = 35) and their teachers. These studies used a multi-method approach to replicate and extend previous findings concerning the convergent validity of the STRS Closeness, Conflict, and Dependency scale and to further examine the discriminant validity of the STRS. Study 1 investigated convergence between the STRS scales and child- and peer-reports of the same constructs based on a multi-trait multi-method approach. Study 2 examined the pattern of associations between the STRS and indicators of teacher,child relationship quality rated by external observers. Support was found for the convergent validity and to a lesser extent the discriminant validity of the STRS Closeness and Conflict scale. For the STRS Dependency scale, additional research remains necessary. Copyright © 2009 John Wiley & Sons, Ltd. [source] Measurement Equivalence of 360°-Assessment Data: Are different raters rating the same constructs?INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 3 2007Kelly M. Hannum This study uses data collected using a 360°-assessment instrument to investigate the structural equivalence of 360°-assessment ratings, according to rater type, controlling for organizational level. Data from 533 managers and their raters were employed in the study, which used multi-group structural equations modeling. Issues central to the implementation and use of 360°-assessment data are also considered within the context of current research and practice. [source] Association between measures of aggression and bullying among juvenile and young offendersAGGRESSIVE BEHAVIOR, Issue 1 2004Jane L. Ireland Abstract This study addresses the relationship between aggression and behaviors indicative of bullying in a sample of incarcerated male juvenile and young offenders. The study also addresses whether or not offenders who bully others and/or are bullied themselves can be identified by the type of aggression that they report. Ninety-five juvenile and 196 young offenders completed a self-report behavioral checklist (DIPC: Direct and Indirect Prisoner Behavior Checklist) that addressed their experience of and involvement in behaviors indicative of bullying. They also completed the Aggression Questionnaire (AQ), a measure of physical and verbal aggression, anger and hostility. Four categories of offenders were identified from the DIPC - pure bullies, pure victims, those who were both bullies and victims (bully/victims), and those not-involved in bullying behavior. As predicted, behaviors measured on the DIPC that were indicative of ,bullying others' correlated positively with scores on the AQ. There was no indication, however, that physical AQ and physical bullying on the DIPC were the same constructs. There was a closer association between verbal AQ scores and verbal bullying on the DIPC. Bullies and bully/victims reported higher levels of physical and verbal aggression, and bully/victims reported higher levels of hostility and anger, than the other categories. It is concluded that although there are similarities between the AQ and the DIPC, there is no evidence that they are measuring the same type of aggression, although different groups involved in bullying can be partly distinguished by their scores on the AQ. Aggr. Behav. 30:29,42, 2004. © 2004 Wiley-Liss, Inc. [source] Risk as a Window to Agency: A Case Study of Three DecoratorsJOURNAL OF INTERIOR DESIGN, Issue 1 2008Nancy H. Blossom M.A. ABSTRACT This paper explores the idea of "risk" by examining the role of three women in interior design in the twentieth century (Elsie de Wolfe, 1865,1950; Dorothy Draper, 1888,1969; and Sister Parish, 1929,1994). Women's roles as arbiters of taste were consistent with the social construction of the female gender at the turn of the century; that these roles involved risk,the perception of possible loss or injury,is, for the most part, overlooked by social historians. Our theoretical framework is built upon three keywords from the vocabularies of postmodern social history and women's history: discourse, experience, and agency. These three terms represent the important recognition that the collective understanding of history is not static, but is dependent on the social constructs of the period, as well as (1) how individuals experienced, interpreted, and acted within these constructs and (2) how historians understand and interpret the individual actions in the context of the same constructs. These concepts suggest that individual characters have agency (i.e., power or choice) in framing or reframing an event, based on their unique view of the world. It is through agency that we explore unique qualities of de Wolfe, Draper, and Parish. The stories of de Wolfe, Draper, and Parish demonstrate that risk of traditional values, risk of public persona, and risk of financial security all influenced the ways that they navigated the social and economic circumstances that surrounded them. Each risk, whether imposed on or undertaken by our protagonists, was a seed of change that ultimately affected the social and professional construct of the field of interior design. [source] | ||||||||||