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1.
This study investigated the performance of fit indexes in selecting a covariance structure for longitudinal data. Data were simulated to follow a compound symmetry, first-order autoregressive, first-order moving average, or random-coefficients covariance structure. We examined the ability of the likelihood ratio test (LRT), root mean square error of approximation (RMSEA), comparative fit index (CFI), and Tucker–Lewis Index (TLI) to reject misspecified models with varying degrees of misspecification. With a sample size of 20, RMSEA, CFI, and TLI are high in both Type I and Type II error rates, whereas LRT has a high Type II error rate. With a sample size of 100, these indexes generally have satisfactory performance, but CFI and TLI are affected by a confounding effect of their baseline model. Akaike's Information Criterion (AIC) and Bayesian Information Criterion (BIC) have high success rates in identifying the true model when sample size is 100. A comparison with the mixed model approach indicates that separately modeling the means and covariance structures in structural equation modeling dramatically improves the success rate of AIC and BIC.  相似文献   

2.
ObjectiveThe Childhood Trauma Questionnaire-Short Form (CTQ-SF) is a self-report questionnaire that retrospectively provides screening for a history of childhood abuse and neglect, and which is widely used throughout the world. The current study aimed to examine the psychometric properties of the Chinese version of the CTQ-SF.MethodsParticipants included 3431 undergraduates from Hunan provinces and 234 depressive patients from psychological clinics. Confirmatory factor analysis was performed to examine how well the original five-factor model fit the data and the measurement equivalence of CTQ-SF across gender. Internal consistency was also evaluated.ResultsThe five-factor model achieved satisfactory fit (Undergraduate sample TLI = 0.925, CFI = 0.936, RMSEA = 0.034, SRMR = 0.046; depressive sample TLI = 0.912, CFI = 0.923, RMSEA = 0.044, SRMR = 0.062). Measurement invariance of the five-factor model across gender was supported fully assuming different degrees of invariance. The CTQ-SF also showed acceptable internal consistency and good stability.ConclusionThe current study provides that the Chinese version of the Childhood Trauma questionnaire-short form has good reliability and validity among Chinese undergraduates and depressive samples, which also indicates that the CTQ-SF is a good tool for child trauma assessment.  相似文献   

3.
Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others.  相似文献   

4.
共情是一种积极的情感反应,是幼儿亲社会行为产生的重要内在动机,梳理近二十年来国内外幼儿共情研究文献,分析现有研究的成果与不足,以期为未来幼儿共情研究提出方向与展望。  相似文献   

5.
Children (predominantly white and middle class) between 3 and 6 years (M = 55.12 months, N = 145 at Time 1, N = 102 at Time 2) participated in the prosocial choice test at two time points approximately 10 months apart. Children could share with strangers, close friends, nonfriends, and in a control, no recipient condition. Children shared more rewards with friends over time. Age interacted with recipient type such that older children had a higher probability of prosocial allocations toward friends and strangers compared to younger children. Theory of mind (ToM) predicted more prosocial allocations to friends over time, and the youngest children with higher ToM scores showed the largest increase in sharing with friends over time.  相似文献   

6.
This article compares two structural equation modeling fit indexes—Bentler's ( 1990; Bentler & Bonett, 1980) Confirmatory Fit Index (CFI) and Steiger and Lind's (1980; Browne & Cudeck, 1993) Root Mean Square Error of Approximation (RMSEA). These two fit indexes are both conceptually linked to the noncentral chi‐square distribution, but CFI has seen much wider use in applied research, whereas RMSEA has only recently been gaining attention. The article suggests that use of CFI is problematic because of its baseline model. CFI seems to be appropriate in more exploratory contexts, whereas RMSEA is appropriate in more confirmatory contexts. On the other hand, CFI does have an established parsimony adjustment, although the adjustment included in RMSEA may be inadequate.  相似文献   

7.
In previous research (Hu & Bentler, 1998, 1999), 2 conclusions were drawn: standardized root mean squared residual (SRMR) was the most sensitive to misspecified factor covariances, and a group of other fit indexes were most sensitive to misspecified factor loadings. Based on these findings, a 2-index strategy-that is, SRMR coupled with another index-was proposed in model fit assessment to detect potential misspecification in both the structural and measurement model parameters. Based on our reasoning and empirical work presented in this article, we conclude that SRMR is not necessarily most sensitive to misspecified factor covariances (structural model misspecification), the group of indexes (TLI, BL89, RNI, CFI, Gamma hat, Mc, or RMSEA) are not necessarily more sensitive to misspecified factor loadings (measurement model misspecification), and the rationale for the 2-index presentation strategy appears to have questionable validity.  相似文献   

8.
Longitudinal relationships between adolescents' life satisfaction and peer victimization and prosocial experiences were assessed. A total of 417 students in Grades 6–8 completed the Multidimensional Students' Life Satisfaction Scale (MSLSS: Huebner, 1994) and the Children's Social Experience Questionnaire – Self Report (SEQ‐SR: Crick & Grotpeter, 1996) on two occasions (Time 1 and Time 2), 1 year apart. The results revealed that Time 1 life satisfaction scores did not add to the prediction of Time 2 overt victimization scores but did add to the prediction of Time 2 relational victimization scores and prosocial experiences. Additionally, Time 1 overt victimization, relational victimization, and prosocial experiences did not significantly add to the prediction of Time 2 general life satisfaction. However, the predictive equations for Time 1 relational victimization and prosocial experiences approached significance, suggesting the possibility of bidirectional effects between life satisfaction and relational victimization and prosocial peer experiences. Most interestingly, lower levels of life satisfaction appeared to be a newly identified risk factor for two qualitatively distinct types of adverse peer relationships (relational victimization and lack of prosocial experiences). © 2008 Wiley Periodicals, Inc.  相似文献   

9.
Parental involvement is well documented as a significant contributor to the self‐efficacy and academic achievement of students. A structural equation model of parent involvement with family socioeconomic status, student gender, parents’ aspirations for their children, mathematics efficacy, and mathematics achievement was tested to examine whether parent involvement in the 10th grade remains relevant to achievement. A sample of data pertaining to 8,673 10th graders from the Educational Longitudinal Study was analyzed. The results indicated that the fit of the measurement model to the data was good (χ2 = 3081.62, df = 87, p = .0, normed fit index [NFI] = .96, comparative fit index [CFI] = .96, root mean square error of approximation [RMSEA] = .064), as was the structural model (χ2 = 3470.69, df = 94, p = .00, NFI = .96, CFI = .96, RMSEA = .065). Although the effect was small in magnitude, parent involvement in advising had a significant indirect relationship with mathematics achievement via mathematics efficacy of 10th graders.  相似文献   

10.
Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment, valuable information can be obtained to facilitate improvements in teaching and learning. Hence, it is important to use a valid inventory that specifically measures attributes of the anatomy education environment. In this study, a new 11‐factor, 132‐items Anatomy Education Environment Measurement Inventory (AEEMI) was developed using Delphi technique and was validated in a Malaysian public medical school. The inventory was found to have satisfactory content evidence (scale‐level content validity index [total] = 0.646); good response process evidence (scale‐level face validity index [total] = 0.867); and acceptable to high internal consistency, with the Raykov composite reliability estimates of the six factors are in the range of 0.604–0.876. The best fit model of the AEEMI is achieved with six domains and 25 items (X2 = 415.67, P < 0.001, ChiSq/df = 1.63, RMSEA = 0.045, GFI = 0.905, CFI = 0.937, NFI = 0.854, TLI = 0.926). Hence, AEEMI was proven to have good psychometric properties, and thus could be used to measure the anatomy education environment in Malaysia. A concerted collaboration should be initiated toward developing a valid universal tool that, using the methods outlined in this study, measures the anatomy education environment across different institutions and countries. Anat Sci Educ 10: 423–432. © 2017 American Association of Anatomists.  相似文献   

11.
White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, Mage = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias.  相似文献   

12.
Conventional null hypothesis testing (NHT) is a very important tool if the ultimate goal is to find a difference or to reject a model. However, the purpose of structural equation modeling (SEM) is to identify a model and use it to account for the relationship among substantive variables. With the setup of NHT, a nonsignificant test statistic does not necessarily imply that the model is correctly specified or the size of misspecification is properly controlled. To overcome this problem, this article proposes to replace NHT by equivalence testing, the goal of which is to endorse a model under a null hypothesis rather than to reject it. Differences and similarities between equivalence testing and NHT are discussed, and new “T-size” terminology is introduced to convey the goodness of the current model under equivalence testing. Adjusted cutoff values of root mean square error of approximation (RMSEA) and comparative fit index (CFI) corresponding to those conventionally used in the literature are obtained to facilitate the understanding of T-size RMSEA and CFI. The single most notable property of equivalence testing is that it allows a researcher to confidently claim that the size of misspecification in the current model is below the T-size RMSEA or CFI, which gives SEM a desirable property to be a scientific methodology. R code for conducting equivalence testing is provided in an appendix.  相似文献   

13.
Research Findings: The transition to school is a major developmental milestone, and behavior tendencies already evident at the point of school entry can impact upon a child's subsequent social and academic adjustment. The current study aimed to investigate stability and change in the social behavior of girls and boys across the transition from day care to 1st grade. Teacher ratings and peer nominations for prosocial and antisocial behavior were obtained for 248 children belonging to 2 cohorts: school transitioning (n = 118) and day care remaining (n = 130). Data were gathered again from all children 1 year later, following the older group's entry into school. Teacher ratings of prosocial and antisocial behavior significantly predicted teacher ratings of the same behavior at Time 2 for both cohorts. Peer reports of antisocial behavior also showed significant stability, whereas stability of peer-reported prosocial behavior varied as a function of behavior type. Practice or Policy: The results contribute to understanding of trends in early childhood social behavior that potentially influence long-term developmental trajectories. Identification of some behaviors as more stable in early childhood than others, regardless of school entry, provides useful information for both the type and timing of early interventions.  相似文献   

14.
The aim of this study was to examine factors that influence Chinese teachers’ attitudes toward using technology. Using the technology acceptance model (TAM) as the framework, the study considered the social and cultural in China, and included a new external variable—policy—along with perceived ease of use, perceived usefulness, facilitation conditions, and subjective norms, into the original TAM framework. Structural equation modeling was implemented on questionnaire data collected from 1,423 teachers in China. The expanded model revealed a goodness-of-fit (TLI = 0.931, CFI = 0.942, RMSEA = 0.048, and SRMR = 0.039) and it explained 52.7% of the variance in teachers’ attitudes toward using technology. Chinese teachers' perceived usefulness, perceived ease of use, and national policy were determined to be the factors with positive direct influence on teachers' attitudes toward using technology. Subjective norms were found to have an indirect influence. This study contributes to the growing body of non-Western multicultural studies on the TAM and also serves as a starting point in understanding teachers’ attitudes toward technology use in China.  相似文献   

15.
The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of 841 teachers from Hong Kong schools in the context of inclusive education. The structural equation modelling results show that TPB fitted the data well (χ2/df?=?2.84; RMSEA?=?0.054; GFI?=?0.92; CFI?=?0.92; and TLI?=?0.91). Identified attributes, including teachers' attitude towards inclusive education, feeling social pressure from important others to carry out inclusive education, and confidence on professional training for involved staff, were found to exert significant predictive power on teachers' intention to implement inclusive education. This intention, together with the confidence on professional training for involved staff, predicts their actual inclusive practice. Teachers' perception of social pressure and adequacy of professional training greatly contribute to predict their intention and behaviour towards inclusive education, respectively. TPB appears to be a sound theoretical framework for understanding teachers' inclusive practice. The results have strong implications for teacher empowerment and professional training in inclusive education.  相似文献   

16.
In the application of the Satorra–Bentler scaling correction, the choices of normal-theory weight matrices (i.e., the model-predicted vs. the sample covariance matrix) in the calculation of the correction remains unclear. Different software programs use different matrices by default. This simulation study investigates the discrepancies due to the weight matrices in the robust chi-square statistics, standard errors, and chi-square-based model fit indexes. This study varies the sample sizes at 100, 200, 500, and 1,000; kurtoses at 0, 7, and 21; and degrees of model misspecification, measured by the population root mean square error of approximation (RMSEA), at 0, .03, .05, .08, .10, and .15. The results favor the use of the model-predicted covariance matrix because it results in less false rejection rates under the correctly specified model, as well as more accurate standard errors across all conditions. For the sample-corrected robust RMSEA, comparative fit index (CFI) and Tucker–Lewis index (TLI), 2 matrices result in negligible differences.  相似文献   

17.
Abstract

An increasing number of K–12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills they must develop to teach in blended contexts. This research is focused on that weakness, with the purposes of systematically identifying the skills needed for teaching in a blended learning context and of developing and testing an instrument that can be used to determine individual and school-wide readiness for blended teaching. In this study we present a measurement model used to develop items for measuring K–12 blended learning readiness. Specifically the instrument contained the following top-level areas: (a) foundational knowledge, skills, and dispositions, (b) instructional planning, (c) instructional methods and strategies, (d) assessment and evaluation, and (e) management. Each top-level construct also had two to four subconstructs. Through confirmatory factor analysis using survey responses from 2,290?K–12 teachers we found that the data met all four fit statistics cutoffs set forth in the literature (root mean square error of approximation [RMSEA]= 0.041, comparative fit index [CFI]?=?0.926, Tucker–Lewis index [TLI]?=?0.923, standardized root mean square residual [SRMR]?=?0.041, X2?=?978.934, df?=?1992).  相似文献   

18.
Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers.  相似文献   

19.
Developmental theorists have made strong claims about the fundamental prosocial or aggressive nature of the human infant. However, only rarely have prosocial behavior and aggression been studied together in the same sample. We charted the parallel development of both behaviors from infancy to childhood in a British community sample, using a two-construct, multimethod longitudinal design. Data were drawn from the Cardiff Child Development Study (CCDS), a prospective longitudinal study of a volunteer sample of parents and their firstborn children. A sample of 332 mothers was recruited from National Health Service (NHS) prenatal clinics and general practice clinics in Wales, UK, between Fall of 2005 and Summer of 2007. Potential participants represented the full range of sociodemographic classifications of neighborhoods. Participating families were divided about equally between middle- and working-class families, were somewhat more likely to have sons than daughters, and the majority (90%) were in a stable partnership. In response to standard categories recommended for use in Wales at the time, the majority (93%) of mothers reported themselves as Welsh, Scottish, English, or Irish; most others named a European or South Asian nationality. Of the 332 families agreeing to participate, 321 mothers (Mage = 28 years) and 285 partners (Mage = 31 years) were interviewed during the pregnancy and 321 of the families contributed data at least once after the child's birth. After an initial home visit at 6 months, data collection occurred in four additional waves of testing when children's mean ages were approximately 1, 1.5, 2.5, and 7 years. Data collection alternated between family homes and Cardiff University. Of those families seen after the child's birth, 89% were assessed at the final wave of testing. Data collection ended in 2015. Methods included direct observation, experimental tasks, and collection of reports from mothers, fathers, other relatives or family friends, and classroom teachers. Interactions with a familiar peer were observed at 1.5 years. Interactions with unfamiliar peers took place during experimental birthday parties at 1 and 2.5 years. At 7 years, parents were interviewed, parents and teachers completed questionnaires, and the children engaged in cognitive and social decision-making tasks. Based on reports from parents and other informants who knew the children well, individual differences in both prosocial behavior and aggression were evident in children. Both types of behavior showed stability across the second and third years. The association between prosocial behavior and aggression changed over time: at 1.5 years, they were not significantly related (the association approached zero), but they became negatively correlated by 3 years. Different patterns were seen when children played with familiar versus unfamiliar peers. At 1.5 years, when children were observed at home with a familiar peer, prosocial behavior and aggression were unrelated, thus showing a pattern of results like that seen in the analysis of informants' reports. However, a different pattern emerged during the experimental birthday parties with unfamiliar peers: prosocial behavior and aggression were positively correlated at both 1 and 2.5 years, contributing to a general sociability factor at both ages. Gender differences in prosocial behavior were evident in informants' reports and were also evident at the 1-year (though not the 2.5-year) birthday parties. In contrast, gender differences in both prosocial behavior and aggression were evident by 7 years, both in children's aggressive decision-making and in their parents' and teachers' reports of children's aggressive behavior at home and school. By age 7, children's aggressive decision-making and behavior were inversely associated with their verbal skills, working memory, and emotional understanding. Some children had developed aggressive behavioral problems and callous-unemotional traits. A few (12%) met diagnostic criteria for conduct disorder or oppositional-defiant disorders, which had been predicted by early angry aggressiveness and lack of empathy for other people. Taken together, the findings revealed a gradual disaggregation of two ways in which children interact with other people. Individual differences in both prosocial behavior and aggression revealed continuity over time, with gender differences emerging first in prosocial behavior, then in aggression. Restrictions in the participant sample and the catchment area (e.g., all were first-time parents; all were drawn from a single region in the United Kingdom) mean that it is not possible to generalize findings broadly. It will be important to expand the study of prosocial behavior and aggression in other family and environmental contexts in future work. Learning more about early appearing individual differences in children's approaches to the social world may be useful for both educational and clinical practice.  相似文献   

20.
Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5–12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.  相似文献   

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