The study of measurement invariance in latent profile analysis (LPA) indicates whether the latent profiles differ across known subgroups (e.g., gender). The purpose of the present study was to examine the impact of noninvariance on the relative bias of LPA parameter estimates and on the ability of the likelihood ratio test (LRT) and information criteria statistics to reject the hypothesis of invariance. A Monte Carlo simulation study was conducted in which noninvariance was defined as known group differences in the indicator means in each profile. Results indicated that parameter estimates were biased in conditions with medium and large noninvariance. The LRT and AIC detected noninvariance in most conditions with small sample sizes, while the BIC and adjusted BIC needed larger sample sizes to detect noninvariance. Implications of the results are discussed along with recommendations for future research. 相似文献
Abstract The purpose of this study was to examine the relationship between motor proficiency and body mass index (BMI) in preschool children. Thirty-eight children ages 4–6 years had their BMI calculated and were assessed using the Movement Assessment Battery for Children-2 (MABC-2; Henderson, Sugden, & Barnett, 2007). These data were analyzed in two ways. The correlation between BMI and MABC-2 percentile ranks was calculated. Next, the groups were subdivided based on BMI status (high, M = 85.5; medium, M = 49.8; low, M = 10.8), and compared using t tests to determine if differences existed in MABC-2 percentile ranks. No significant relationship existed between MABC-2 and BMI percentile ranks (r = -.237). However, significant differences in MABC-2 percentile ranks existed between high and low (p = .042), and high and medium (p = .043) groups. These results suggest that preschool children classified as overweight or obese may have lower motor proficiency than their normal weight and under weight peers. This study indicates there is a direct relationship between motor proficiency and BMI in the preschool population. 相似文献
This study examined the effect of health worry (i.e., cognitive aspect of anxiety resulting from concern for health) on walking difficulty in a nationally representative sample (N = 7,527) of older adults (M age = 76.83 years). The study further tested whether physical activity mediates the effect of health worry on walking difficulty in a 6-year follow-up design. Results of a mediation analysis using structural equation modeling showed that people with a high degree of health worry engaged in less physical activity (β = -.24, p < .001), and people who participated in less physical activity were more likely to report walking difficulty at the 6-year follow-up (β = -.22, p < .001). There was a significant indirect effect from health worry to walking difficulty through physical activity (β = .05, p < .001), controlling for demographic, psychosocial, and health related factors. Results suggested that inducing threat and worry may not be effective for physical activity promotion in the older population. More promising coping and regulation strategies are discussed. 相似文献
The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American1 institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and administrators at PW-IHE should develop sensitivity toward organizational socialization issues relevant to faculty of color. 相似文献
The effect of ideological self-identification on students' perceptions and evaluations of three academic stimulus objects is investigated. Sociopolitical ideologies do structure perceptions of the academic milieu; conservative and liberal students view academic objects differently and do not use the same dimensions when describing academic objects. In predicting students' political identifications stimulus objects as well as perceptual dimensions must be taken into account.The research reported here was partially supported by the Illinois Public Interest Research Group. The assistance of IPIRG members and of SIU-C students on this project is gratefully acknowledged. Additional support was provided by the Yale University Political Science Department and the Yale University Computer Center. 相似文献
This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.
Two models can be nonequivalent, but fit very similarly across a wide range of data sets. These near-equivalent models, like equivalent models, should be considered rival explanations for results of a study if they represent plausible explanations for the phenomenon of interest. Prior to conducting a study, researchers should evaluate plausible models that are alternatives to those hypothesized to evaluate whether they are near-equivalent or equivalent and, in so doing, address the adequacy of the study’s methodology. To assess the extent to which alternative models for a study are empirically distinguishable, we propose 5 indexes that quantify the degree of similarity in fit between 2 models across a specified universe of data sets. These indexes compare either the maximum likelihood fit function values or the residual covariance matrices of models. Illustrations are provided to support interpretations of these similarity indexes. 相似文献
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment 相似文献
Using a sample of 751 undergraduate students and 85 of their faculty, the author examined the extent of faculty-student differences in their priorities placed on eight learning goals. The findings show that students placed significantly more importance on career preparation, scientific reasoning, personal development, and art and cultural appreciation and that faculty placed significantly more importance on critical thinking and mastery of discipline content. Students and their faculty did not differ significantly on the priorities they placed on basic academic skills, citizenship, and values. The implications of these findings are discussed in terms of curriculum development and an increasing belief that student development and learning are improved when curricula assess and incorporate students' goals and priorities. 相似文献