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- Yang-Wallentin, Fan, et al.
(författare)
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Non-linear structural equation modeling
- 2009
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Ingår i: Structural Equation Modeling in Educational Research. - Rotterdam : SensePublishers. - 9789087907877 - 9789087907884 ; , s. 317-328
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Research in the social sciences often includes hypotheses concerning interactive or nonlinear effects on a given outcome latent variable. When it comes to estimating such effects, however, there is lack of consensus on how to do so properly, particularly when performing structural equation modeling (SEM). A plethora of methods have been proposed and discussed, including those de-scribed in Algina and Moulder (2001), Jaccard and Wan (1995), Joreskog and yang (1996,1997), Yang-Jonsson (1997,1998), Klein and Moosbrugger (2000), Klein and Muthen (2002), Marsh,Wen, and Hau (2004), Ping (1996a, 1996b), Schumacker and Marcoulides (1998), and Wall and Amemiya (2001, 2003). Most approaches to latent variable interactions are based on a product indicator methodology originated by Kenny and Judd (1984) that requires a level of technical and computational sophistication that renders them quite inaccessible to the average practitioner. The focus of this chapter is on the discussion of a technically straightforward approach using latent variable scores to estimating interactive and nonlinear effects within SEM. The next section, we will first describe LVS approach in a theoretical framework and in succeeding section, the approach will demonstrate in a practical manner using an empirical data. To illustrate how latent variable scores can be used to estimate nonlinear relationship between latent variables we will use Reading comprehension model as an example.
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- Andersson, Anna, et al.
(författare)
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Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses : A confirmatory factor analysis
- 2023
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 128, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.
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- Bergqvist, Erik, 1977-
(författare)
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Navigating Methodological Challenges : A Quantitative Exploration of Students' Mathematics Self-Beliefs
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics self-beliefs influence students’ self-image, classroom behavior, engagement, and motivation. However, current research faces challenges due to overlapping constructs, which can lead to high correlations and ambiguous findings. For instance, while mathematics self-efficacy is often defined broadly in educational research, task-specific mathematics self-efficacy refers specifically to confidence in completing particular tasks. To enhance the credibility of predictions regarding mathematics achievement, it is crucial to distinguish between different types of general mathematics self-beliefs. This thesis aims to provide new insights into these beliefs by refining methodologies for their measurement.An exploratory factor analysis of upper-secondary student data, utilizing both quantitative and qualitative reasoning, revealed a clear distinction between mathematics self-concept and generalized mathematics self-efficacy beliefs. A key difference between these two constructs is that the latter significantly influences student engagement. Additionally, the identified factor structure included two constructs related to mathematics anxiety. One noteworthy finding is that the worries of providing incorrect answers in the classroom significantly contribute to gender differences and diminish students’ agentic engagement. Overall, these findings underscore the importance of removing variables with substantial intercorrelations from the analysis, provided this procedure is supported by qualitative reasoning. The findings of this thesis support a pragmatic approach to investigating mathematics self-beliefs, ultimately offering new insights into the significant role of autonomy-supportive teaching in shaping students’ general mathematics self-beliefs.
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Cognitive Abilities and Educational Outcomes. A Festschrift in Honour of Jan-Eric Gustafsson
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book addresses problems and challenges that face educational measurement at a time when multipurpose usage of observational data from educational assessments, tests and international surveys has become a growing global trend. While the construction of educational measures and use of educational data offer many opportunities, they also require awareness of the numerous threats to validity and methods of reducing such threats. Written by leading international scholars, the book demonstrates the complexity of educational measurement by addressing three broad and interrelated topics. The first part discusses cognitive abilities, including studies on fluid intelligence, its improvement and its links to aptitude tests for admission to higher education. The second part focuses on the effects of school and teacher-related factors on school outcomes at individual and group levels, and uses international studies to analyze causes. The third part presents analytical techniques and measurement methods to improve reliability, for example factor analysis using Bayesian estimators, bi-factor analysis, model misfit and solutions, and discusses balance issues in reporting test results. The book provides examples of state-of-the-art analytical techniques for pursuing fundamental research problems, and the latest advances in measurement methods, with a focus on validity improvement. Eminent researchers discuss and provide insights into questions such as: Is it possible to train individuals to think at a higher level than normal for their age? What determines prospective preschool teachers’ skill to perceive mathematics-related preschool situations? Can international indicator design and instruments be improved to use trends and national context variables more efficiently? Can indicator data at national, school and class levels be compared easier? Are value-added measures of teacher effectiveness valid when it comes to hiring and promoting teachers? Is money better spent on teacher training than on smaller class-size? How do theory and empirical statistical data intertwine in building structures of understanding? This book is inspired by the career and personal influence of the Swedish scholar Professor Jan-Eric Gustafsson, renowned for his research on individual differences, especially the structure of cognitive abilities, and on the effects of education on knowledge and skills.
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- Davidov, Eldad, et al.
(författare)
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Does Money Matter? A Theory-Driven Growth Mixture Model to Explain Travel-Mode Choice with Experimental Data
- 2006
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Ingår i: Methodology. - : Hogrefe Publishing Group. - 1614-1881 .- 1614-2241. ; 2:3
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Tidskriftsartikel (refereegranskat)abstract
- In the present article we apply a growth mixture model using Mplus via STREAMS to delineate the mechanism underlying travel-mode choice. Three waves of an experimental field study conducted in Frankfurt Main, Germany, are applied for the statistical analysis. Five major questions are addressed: (1) whether the choice of public transport rather than the car changes over time; (2) whether a soft policy intervention to change travel mode choice has any effect on the travel-mode chosen; (3) whether one can identify different groups of people regarding the importance allocated to monetary and time considerations for the decision of which travel mode to use; (4) whether the different subgroups of people have different initial states and rates of change in their travel-model choices; (5) whether sociodemographic variables have an additional effect on the latent class variables and on the changes in travel-mode choice over time. We also found that choice of public transportation in our study is stable over time. Moreover, the intervention has an effect only on one of the classes. We identify four classes of individuals. One class allocates a low importance to both monetary and time considerations, the second allocates high importance to money and low importance to time, the third allocates high importance to both, and the fourth allocates a low importance to money and a high importance to time. We found no difference in the patterns of travel-mode changes over time in the four classes. We also found some additional effects of sociodemographic characteristics on the latent class variables and on behavior in the different classes. The model specification and the empirical findings are discussed in light of the theory of the allocation of time of Gary Becker.
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| 10. |
- Ding, Yi, 1992, et al.
(författare)
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Construct Validity and Measurement Invariance of Mathematics Self-Efficacy and Self-Concept in Swedish PISA 2003 and 2012
- 2021
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Ingår i: World Education Research Association (WERA) Virtual Focal Meeting. - Santiago de Compostela, Spain.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A large amount of research has shown that individuals’ beliefs in their ability have a major impact on their actions in different situations (Bandura, 1986; Marsh et al., 2018; Usher & Pajares, 2006). According to Bandura (1986), students’ self-related beliefs plays a vital role in their academic achievements. Self-belief of competence is a broad conception which involves several facets and constructs, among which, self-efficacy and self-concept have been given considerable attention (Bong & Skaalvik, 2003; Lee, 2009; Marsh, 1987; Shavelson et al., 1976). According to Bong and Skaalvik (2003), both self-efficacy and self-concept can contribute to the prediction of academic performance. Students with different self-beliefs demonstrate different level of cognitive engagement as well as well-being in school (Bong & Skaalvik, 2003). Self-efficacy refers to one’s thoughts and belief in the self’s capability, which is built through previous experiences. According to Bandura’s (1986) social cognitive theory, self-efficacy captures the one’s belief in his or her competence on a specific task or process. Mathematics self-efficacy (MSE) in Programme for International Student Assessment (PISA) is a measure of student’s expectation and conviction of what can be accomplished when they need to solve pure and applied mathematics tasks. The students are asked to report on their perceived ability by responses whether they feel confident, confident, not very confident or not at all confident towards "using a train timetable", "calculating TV discount", "calculating square metres of tiles" etc (OECD, 2012). Self-concept is generally defined as one’s perception of his- or herself, which is established through experiences as well as interpretations of social atmosphere and with reference with their peers (Rosenberg, 1979; Marsh, 1987; Parker et al., 2014). It refers to general perception of the competence to a subject matter but not linked to specific tasks in that subject. Mathematics self-concept (MSC) in PISA is constructed index based on students’ responses about their perceived competence in mathematics, whether they strongly agree, agree, disagree or strongly disagree with the statements towards "get good grades", "learn quickly", "not good at math", etc (OECD, 2012). The aim of the study is two-fold. First, to evaluate construct validity of mathematics self-efficacy and self-concept as measured in PISA through exploring the measurement property of these constructs. Second, to examine measurement invariance of mathematics self-efficacy and self-concept scales over time. Data on Swedish students participating in PISA 2003 and PISA 2012 was used, which consists of 4624 and 4736 students respectively.
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