共查询到20条相似文献，搜索用时 31 毫秒
1.
This article demonstrates a multivariate latent growth curve methodology (LGM) for analyzing longitudinal adolescent substance use data. Hypotheses concerning the form of growth in substance use, individual differences in the common trajectory over time, and covariates influencing growth were tested. Significant linear increases existed for alcohol, cigarette, and marijuana use. Second‐order multivariate extensions of LGM indicated that associations among the individual differences parameters of the various substances could be adequately modeled by a higher order substance use construct. Family status, parent‐child conflict, peer encouragement for substance use, parent substance use, and age significantly influenced initial levels of use. Peer encouragement, change in peer encouragement, change in parent‐child conflict, age, and gender significantly influenced development of use. These findings support the influence of families and peers on the development of adolescent substance use and demonstrate the utility of multivariate extensions of LGM in the analysis of longitudinal data. 相似文献
2.
Mike W.-L. Cheung 《Structural equation modeling》2013,20(3):481-509
Meta-analysis is the statistical analysis of a collection of analysis results from individual studies, conducted for the purpose of integrating the findings. Structural equation modeling (SEM), on the other hand, is a multivariate technique for testing hypothetical models with latent and observed variables. This article shows that fixed-effects meta-analyses with the following characteristics can be modeled in the SEM framework: (a) using any type of effect size; (b) including categorical and continuous moderators; and (c) including multivariate effect sizes. Empirical examples in LISREL syntax are used to demonstrate the equivalence between the meta-analytic and SEM approaches. Future directions for and extensions to this approach are discussed. 相似文献
3.
In this study of two hundred and thirty 8‐ to 13‐year‐olds, a new “Silent Films” task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film‐based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory‐of‐mind latent factor. With effects of verbal ability and family affluence controlled, theory‐of‐mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory‐of‐mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys. 相似文献
4.
Daniel M. Bolt Allan S. Cohen James A. Wollack 《Journal of Educational Measurement》2002,39(4):331-348
When tests are administered under fixed time constraints, test performances can be affected by speededness. Among other consequences, speededness can result in inaccurate parameter estimates in item response theory (IRT) models, especially for items located near the end of tests (Oshima, 1994). This article presents an IRT strategy for reducing contamination in item difficulty estimates due to speededness. Ordinal constraints are applied to a mixture Rasch model (Rost, 1990) so as to distinguish two latent classes of examinees: (a) a "speeded" class, comprised of examinees that had insufficient time to adequately answer end-of-test items, and (b) a "nonspeeded" class, comprised of examinees that had sufficient time to answer all items. The parameter estimates obtained for end-of-test items in the nonspeeded class are shown to more accurately approximate their difficulties when the items are administered at earlier locations on a different form of the test. A mixture model can also be used to estimate the class memberships of individual examinees. In this way, it can be determined whether membership in the speeded class is associated with other student characteristics. Results are reported for gender and ethnicity. 相似文献
5.
Martha A. O’Daniel Rinsland 《Journal of Experimental Education》2013,81(3):307-317
Latent class analysis is an analytic technique often used in educational and psychological research to identify meaningful groups of individuals within a larger heterogeneous population based on a set of variables. This technique is flexible, encompassing not only a static set of variables but also longitudinal data in the form of growth mixture modeling, as well as the application to complex multilevel sampling designs. The goal of this study was to investigate—through a Monte Carlo simulation study—the performance of several methods for parameterizing multilevel latent class analysis. Of particular interest was the comparison of several such models to adequately fit Level 1 (individual) data, given a correct specification of the number of latent classes at both levels (Level 1 and Level 2). Results include the parameter estimation accuracy as well as the quality of classification at Level 1. 相似文献
6.
Alan Miller 《教育心理学》1991,11(3-4):217-238
Attempts to broaden conceptions of learning styles to represent more adequately individual differences in motivation/emotion, as well as cognition, are limited by a paucity of relevant theory. Personality theories should, but do not, provide a satisfactory conceptual framework for this endeavour. In an attempt to remedy this situation, a new personality typology is outlined which, it is argued, provides a coherent system within which to construe and conduct research upon learning styles. The implications of the theory for educational goals, couched in terms of learning styles, also are discussed. 相似文献
7.
Tenko Raykov 《Structural equation modeling》2013,20(3):212-236
This article utilizes structural equation modeling for purposes of simultaneous study of individual and group latent change patterns on several longitudinally assessed variables. The approach is based on a special case of the comprehensive latent curve analysis by Meredith and Tisak (1990). Substantively interesting aspects of individual and group growth curves, as well as the interrelations among their patterns, are parameterized at the latent ability level. The method is illustrated on data from a two‐group study by Baltes, Dittmann‐Kohli, and Kliegl (1986). 相似文献
8.
This article shows that the mean and covariance structure of the predetermined autoregressive latent trajectory (ALT) model are very flexible. As a result, the shape of the modeled growth curve can be quite different from what one might expect at first glance. This is illustrated with several numerical examples that show that, for example, a linear trajectory might be present among the model predicted scores even though no latent change parameter was included in the model. In addition, 2 examples are given that show that the predetermined ALT model can fit to data generated by models with model structures that are rather different from that of the ALT model itself. The practical relevance of these findings is demonstrated using an empirical example. We end by providing recommendations for researchers considering the use of the predetermined ALT model. 相似文献
9.
潘美意 《广东广播电视大学学报》2001,10(3):73-76
全面发展和自我实现都是人的发展所追求的目标，也是促进人发展的动力，但两种理论建立在不同的哲学观上。自我实现理论将人性问题根植于生物学，将人性发展的动力归之于先天的潜能和趋势，是以抽象的个人为本位，以自然人为中心来研究人的发展的唯心主义理论。个性全面发展理论揭示了现实人性的社会本质，揭露了具体的社会条件和个体的生活实践对个性发展的影响，是辩证唯物主义理论。 相似文献
10.
David H. Jonassen Lucia Rohrer-Murphy 《Educational technology research and development : ETR & D》1999,47(1):61-79
The epistemic assumptions of constructive learning are different from those of traditional instruction, so classical methods of needs and task analysis are inappropriate for designing constructivist learning environments (CLEs). This paper argues that activity theory provides an appropriate framework for analyzing needs, tasks, and outcomes for designing CLEs. Activity theory is a socio-cultural, socio-historical lens through which designers can analyze human activity systems. It focuses on the interaction of human activity and consciousness within its relevant environmental context. Since conscious learning emerges from activity (performance), not as a precursor to it, CLEs should attempt to replicate the activity structures, tools and sign systems, socio-cultural rules, and community expectations that performers must accommodate while acting on some object of learning. After explicating assumptions of activity theory and briefly describing the components of CLEs, this paper describes a process for using activity theory as a framework for describing the components of an activity system that can be modeled in CLEs.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.Her research interests include activity theory and structural knowledge. 相似文献
11.
认知诊断模型是新一代心理测量理论——认知诊断理论的核心。它可分为潜在特质模型和潜在分类模型两大类。其中,潜在分类模型主要用于分析被试的作答过程从而探讨被试的潜在知识结构,克服了CCT和IRT的缺陷,开创了教育与心理测量领域新的里程碑。本文首先介绍作为该类模型基础的规则空间模型,然后集中探讨在此基础上发展起来的较新的潜在分类模型,最后对这类模型进行了评价和展望。 相似文献
12.
In this article, we propose a nonlinear dynamic latent class structural equation modeling (NDLC-SEM). It can be used to examine intra-individual processes of observed or latent variables. These processes are decomposed into parts which include individual- and time-specific components. Unobserved heterogeneity of the intra-individual processes are modeled via a latent Markov process that can be predicted by individual- and time-specific variables as random effects. We discuss examples of sub-models which are special cases of the more general NDLC-SEM framework. Furthermore, we provide empirical examples and illustrate how to estimate this model in a Bayesian framework. Finally, we discuss essential properties of the proposed framework, give recommendations for applications, and highlight some general problems in the estimation of parameters in comprehensive frameworks for intensive longitudinal data. 相似文献
13.
钟志强 《现代远程教育研究》2012,(2):90-96
当前教师教育技术能力培训注重以＂知识掌握程度＂为标准的总结性评价,缺乏关注过程的形成性评价,这制约了教育技术培训研究的发展。电子档案袋能连续记录培训学习的过程,联系实际情境,促进教师反思,实现自评和他评相结合,这正好弥合了现有评价体系的弊端。电子档案袋评价量规主要包括学习活动、作业媒体和反思评价三个维度。应用概化理论深入分析测评量规的总体信度和各维度的信度,分析认为电子档案袋测评量规基本满足中小学教师教育技术能力培训形成性评价的要求。通过多元潜变量增长曲线模型对电子档案袋中的评价数据进行个体发展趋势和个体间差异的分析,结果显示学员的初始成绩和增长速度存在正相关,且存有个体间差异。 相似文献
14.
A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks 总被引：1，自引：0，他引：1
This article presents a review of research comparing the effectiveness of individual learning environments with collaborative
learning environments. In reviewing the literature, it was determined that there is no clear and unequivocal picture of how,
when, and why the effectiveness of these two approaches to learning differ, a result which may be due to differing complexities
of the learning tasks used in the research and the concomitant load imposed on the learner’s cognitive system. Based upon
cognitive load theory, it is argued that learning by an individual becomes less effective and efficient than learning by a
group of individuals as task complexity increases. Dividing the processing of information across individuals is useful when
the cognitive load is high because it allows information to be divided across a larger reservoir of cognitive capacity. Although
such division requires that information be recombined and that processing be coordinated, under high load conditions, these
costs are minimal compared to the gain achieved by this division of labor. In contrast, under low load conditions, an individual
can adequately carry out the required processing activities, and the costs of recombination and coordination are relatively
more substantial. Implications of these ideas for research and practice of collaborative learning are discussed. 相似文献
15.
Chueh-An Hsieh Alexander von Eye Kimberly Maier Hsin-Jung Hsieh Shi-Hsiung Chen 《Structural equation modeling》2013,20(4):592-615
Applying item response theory models to repeated observations has demonstrated great promise in developmental research. By allowing the researcher to take account of the characteristics of both item response and measurement error in longitudinal trajectory analysis, it improves the reliability and validity of latent growth curve analysis. This has enabled the study, to differentially weigh individual items and examine developmental stability and change over time, to propose a comprehensive modeling framework, combining a measurement model with a structural model. Despite a large number of components requiring attention, this study focuses on model formulation, evaluates the performance of the estimators of model parameters, incorporates prior knowledge from Bayesian analysis, and applies the model using an illustrative example. It is hoped that this fundamental study can demonstrate the breadth of this unified latent growth curve model. 相似文献
16.
During the last decade, global virtual teams have become increasingly common in academic and work settings. Considering the recent global pandemic, now they seem to be more the rule than an exception. Drawing on expectancy theory and using a latent growth model approach, this paper investigates the relationship between peer assessments and student individual effort to complete a given task. The analysis of these two variables as parallel processes indicates that the more abrupt the decrease in peer assessments, the steeper the positive rate of change in effort in the context of global virtual teams. This longitudinal study suggests that peer assessments are a useful and effective means to boost global virtual team members’ individual effort. The paper concludes with implications and recommendations for researchers, managers and educators who use global virtual teams in education and practice. 相似文献
17.
Taking account of time lags in causal models 总被引：5，自引：1，他引：5
Although it takes time for a cause to exert an effect, causal models often fail to allow adequately for time lags. In particular, causal models that contain cross-sectional relations (i.e., relations between values of 2 variables at the same time) are unsatisfactory because they omit the values of variables at prior times, they omit effects that variables can have on themselves, and they fail to specify the length of the causal interval that is being studied. These omissions can produce severe biases in estimates of the size of causal effects. Longitudinal models also can fail to take account of time lags properly, and this too can lead to severely biased estimates. The discussion illustrates the biases that can occur in both cross-sectional and longitudinal models, introduces the latent longitudinal approach to causal modeling, and shows how latent longitudinal models can be used to reduce bias by taking account of time lags even when data are available for only 1 point in time. 相似文献
18.
择校教育与个体人力资本积累——北京市择校调查及实证归因 总被引：1，自引：0，他引：1
择校现象漫延和扩张的根源在其潜在的人力资本积累和发展价值,作为择校主体瞄准教育成本与个体人力资本增长的价值取向,在家庭经济收益的一定消费限度和学生个体能力发展潜质较大的情况下,择校成本作为学生个体人力资本的投入极易成为家长做出的最佳抉择路径。择校实质上是一种早期人力资本的投资现象,是择校主体为参与社会竞争而实施的个人战略性决策,因为选择优质学校教育无疑有利于全面提高学生的竞争实力,这就意味着个体未来发展机遇和经济价值的报偿及其回赠。 相似文献
19.
We propose a structural equation model, which reduces to a multidimensional latent class item response theory model, for the analysis of binary item responses with nonignorable missingness. The missingness mechanism is driven by 2 sets of latent variables: one describing the propensity to respond and the other referred to the abilities measured by the test items. These latent variables are assumed to have a discrete distribution, so as to reduce the number of parametric assumptions regarding the latent structure of the model. Individual covariates can also be included through a multinomial logistic parameterization for the distribution of the latent variables. Given the discrete nature of this distribution, the proposed model is efficiently estimated by the expectation–maximization algorithm. A simulation study is performed to evaluate the finite-sample properties of the parameter estimates. Moreover, an application is illustrated with data coming from a student entry test for the admission to some university courses. 相似文献
20.
F. K. W. Drury 《Peabody Journal of Education》2013,88(4):189-196
The purpose of this article is to demonstrate how recent methodological developments in the analysis of individual growth can inform important problems in education policy. Specifically, this article focuses on a method referred to as growth mixture modeling. Growth mixture modeling is a relatively new procedure for the analysis of longitudinal data that relaxes many of the assumptions associated with conventional growth curve modeling. In particular, growth mixture modeling tests for the existence of unique growth trajectory classes through a combination of latent class analysis and standard growth curve modeling. Antecedent predictors of the latent classes can be incorporated as well as relations from the latent classes to specific outcomes. This article applies growth mixture modeling to data from the Early Childhood Longitudinal Study-Kindergarten class of 1998-1999. The specific policy question posed in this article focuses on the estimation of latent growth trajectory classes in reading proficiency and the effects of full-day or part-day kindergarten programs on growth within reading trajectory classes. Results identify a 3-class solution corresponding to slow-developing, normal-developing, and fast-developing reading growth in children. The results further show that full-day kindergarten attendance benefits children in the slow-reading development class relative to the normal and fast-reading development class, but the effect is lessened when holding constant socioeconomic status and age of entry into kindergarten. The implications of the method for quantitative education policy analysis are also discussed. 相似文献