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Chiang SC, Sung YH, Chen WC. A Six-Year Longitudinal Study of Parenting and Depressive Symptoms among Taiwanese Adolescents. INTERNATIONAL JOURNAL OF SOCIAL WELFARE 2024; 33:355-369. [PMID: 38800468 PMCID: PMC11114101 DOI: 10.1111/ijsw.12578] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Accepted: 12/01/2022] [Indexed: 05/29/2024]
Abstract
This study investigated the associations between early parental warmth, harsh discipline, and adolescent depressive symptoms from early to late adolescence, with attention to gender differences in these associations. The sample was drawn from a longitudinal study, the Taiwan Youth Project, including 2,690 Taiwanese adolescents from wave 1 in 2000 (first year in junior high school) to wave 6 (third year in high school) in 2005. The results showed a nonlinear developmental trajectory of adolescent depressive symptoms during the middle- to high-school period. Harsh discipline was associated with the significantly higher initial presence and faster growth rate of depressive symptoms, while parental warmth and monitoring were associated with the significantly lower initial presence of depressive symptoms. In addition, female adolescents displayed a higher initial level of depressive symptoms than males when parents exercised higher levels of monitoring and harsh discipline. Finally, we provided suggestions for practice and research.
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Affiliation(s)
- Shou-Chun Chiang
- Department of Human Development and Family Studies, The Pennsylvania State University
| | - Yu-Hsien Sung
- Department of Education, National Chengchi University
| | - Wan-Chen Chen
- Department of Education, National Chengchi University
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Frye KE, Anthony CJ, Huggins-Manley AC, Smith-Bonahue TM. Kids these days and kids those days: Investigating perceptions of children's social skills from 1988 to 2007. J Sch Psychol 2024; 103:101278. [PMID: 38432729 DOI: 10.1016/j.jsp.2023.101278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 07/12/2023] [Accepted: 12/21/2023] [Indexed: 03/05/2024]
Abstract
Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K-12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; nparent = 833, nteacher = 1215, nstudent = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; nparent = 2400, nteacher = 750, nstudent = 800) using validity samples collected during the development of the SSIS-RS (nparent = 240, nteacher = 221, nstudent = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills.
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Affiliation(s)
- Katherine E Frye
- Department of Educational Psychology, Counseling, and Special Education, College of Education, The Pennsylvania State University, USA.
| | - Christopher J Anthony
- School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, USA
| | - A Corinne Huggins-Manley
- School of Human Development and Organizational Studies in Education, College of Education, University of Florida, USA
| | - Tina M Smith-Bonahue
- School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, USA
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Chiang S, Bai S. Internalizing symptoms among Taiwanese adolescents in poverty: Longitudinal influences of neighborhood, family, and school. J Adolesc 2022; 94:390-400. [PMID: 35390190 PMCID: PMC9009220 DOI: 10.1002/jad.12030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 12/01/2020] [Indexed: 11/07/2022]
Abstract
INTRODUCTION Identifying specific contextual factors that contribute to the development of internalizing symptoms in adolescents in poverty is critical for prevention. This study examined the longitudinal effects of neighborhood disadvantage, family cohesion, and teacher-student relationship on adolescent internalizing symptoms from economically disadvantaged families. METHODS Participants were 1404 Taiwanese adolescents (49% female) in the nationally representative Taiwan database of children and youth in poverty. Youth were enrolled in the seventh, eighth, or ninth grades (Time 1; Mage = 14.85, SD = 0.95) and completed biennial follow-up assessments 2 (Time 2; Mage = 16.47, SD = 0.74) and 4 years after baseline (Time 3; Mage = 18.21, SD = 0.70). Latent growth models examined longitudinal associations between contextual factors and internalizing symptoms over time. RESULTS Adolescents reported declines in neighborhood disadvantage and teacher-student relationship but increases in family cohesion over the 4 years. At baseline, greater neighborhood disadvantage was associated with higher levels of internalizing symptoms, whereas higher family cohesion was associated with lower levels of internalizing symptoms. Over time, an increase in family cohesion was associated with a decrease in internalizing symptoms. CONCLUSION This study provides empirical support that family cohesion plays a critical role in shaping the development of adolescent internalizing symptoms despite poverty. There was an increase in family cohesion from early to late adolescence among Taiwanese adolescents in poverty and such change was correlated with decreases in youth internalizing symptoms. Family cohesion may be a key target of prevention programs aiming to reduce internalizing symptoms for youth in poverty.
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Affiliation(s)
- Shou‐Chun Chiang
- Department of Human Development and Family Studies The Pennsylvania State University University Park Pennsylvania USA
| | - Sunhye Bai
- Department of Human Development and Family Studies The Pennsylvania State University University Park Pennsylvania USA
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Zhu YT, Li X, Jiao DD, Tanaka E, Tomisaki E, Watanabe T, Sawada Y, Zhu Z, Ajmal A, Matsumoto M, Anme T. Development of Social Skills in Kindergarten: A Latent Class Growth Modeling Approach. CHILDREN (BASEL, SWITZERLAND) 2021; 8:870. [PMID: 34682135 PMCID: PMC8534973 DOI: 10.3390/children8100870] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 09/23/2021] [Accepted: 09/28/2021] [Indexed: 11/16/2022]
Abstract
Social skills acquired during early childhood are often the foundation for success later in life. Using a nationwide survey dataset in Japan, this study aims to explore the multiple growth trajectories of social skills among children in kindergarten by using a latent class growth modeling approach. It also examines whether, and to what extent, the home-rearing environment at early age predict trajectories of social skills development. Children in this study were assessed on social skills at three waves, four home-rearing environment dimensions (human stimulation, social stimulation, avoidance of punishment, and social support for parenting) and demographic background were measured at wave 1. The results indicated that three distinct growth trajectories of social skills existed during kindergarten: high increase levels, moderate increase levels, and decreased levels. The avoidance of punishment and children's gender significantly predicted the growth trajectories of social skills. Thus, the results suggest that more attention should be paid to the home-rearing environment and boys.
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Affiliation(s)
- Yan-Tong Zhu
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba 3058577, Japan; (Y.-T.Z.); (X.L.); (D.-D.J.); (Z.Z.); (A.A.); (M.M.)
| | - Xiang Li
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba 3058577, Japan; (Y.-T.Z.); (X.L.); (D.-D.J.); (Z.Z.); (A.A.); (M.M.)
| | - Dan-Dan Jiao
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba 3058577, Japan; (Y.-T.Z.); (X.L.); (D.-D.J.); (Z.Z.); (A.A.); (M.M.)
| | - Emiko Tanaka
- Faculty of Nursing, Musashino University, Tokyo 2028585, Japan;
| | | | - Taeko Watanabe
- Faculty of Nursing, Shukutoku University, Chiba 2608701, Japan;
| | - Yuko Sawada
- Faculty of Health Medicine, Morinomiya University of Medical Sciences, Osaka 5598611, Japan;
| | - Zhu Zhu
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba 3058577, Japan; (Y.-T.Z.); (X.L.); (D.-D.J.); (Z.Z.); (A.A.); (M.M.)
| | - Ammara Ajmal
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba 3058577, Japan; (Y.-T.Z.); (X.L.); (D.-D.J.); (Z.Z.); (A.A.); (M.M.)
| | - Munenori Matsumoto
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba 3058577, Japan; (Y.-T.Z.); (X.L.); (D.-D.J.); (Z.Z.); (A.A.); (M.M.)
| | - Tokie Anme
- Faculty of Medicine, University of Tsukuba, Tsukuba 3058577, Japan
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Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11090513] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, heterogeneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables.
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Hajovsky DB, Caemmerer JM, Mason BA. Gender differences in children’s social skills growth trajectories. APPLIED DEVELOPMENTAL SCIENCE 2021. [DOI: 10.1080/10888691.2021.1890592] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Sohn Y, Woo S, Jo D, Yang E. The Role of the Quality of College‐Based Relationship on Social Media in College‐to‐Work Transition of Korean College Students: The Longitudinal Examination of Intimacy on Social Media, Social Capital, and Loneliness. JAPANESE PSYCHOLOGICAL RESEARCH 2018. [DOI: 10.1111/jpr.12234] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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Park K, Woo S, Park K, Kyea J, Yang E. The Mediation Effects of Career Exploration on the Relationship Between Trait Anxiety and Career Indecision. JOURNAL OF CAREER DEVELOPMENT 2016. [DOI: 10.1177/0894845316662346] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study investigated trait anxiety, career exploration behaviors, and career indecision. Using longitudinal data, career exploration behavior was examined as a mediator in the relationship between trait anxiety and career indecision. Five hundred and one Korean college students completed online questionnaires at three different time points with a 6-month interval. Results showed significant mediation effects of career exploration behaviors. Specifically, a higher level of trait anxiety was associated with a lower level of initial career exploration, yet anxiety increased career exploration behaviors over time. Additionally, an increase in career exploration behaviors predicted a decrease in career indecision. The results suggest that the role of trait anxiety in career exploration and decision-making may change over time. While trait anxiety is related to less exploration and more difficulty in decision-making from a cross-sectional perspective, it may facilitate career exploration and, ultimately, career decision-making from a longitudinal perspective.
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Affiliation(s)
- Kira Park
- Department of Psychology, Korea University, Seoul, South Korea
| | - Sungbum Woo
- Department of Psychology, Korea University, Seoul, South Korea
| | - Kibok Park
- Department of Psychology, Korea University, Seoul, South Korea
| | - Jina Kyea
- Department of Psychology, Korea University, Seoul, South Korea
| | - Eunjoo Yang
- Department of Psychology, Korea University, Seoul, South Korea
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Abstract
This article presents a nontechnical overview of the major data analysis techniques for modeling longitudinal processes, with an explicit focus on their advantages and disadvantages as tools for drawing inferences about different specific aspects of change over time. It is argued that traditional longitudinal analysis techniques offer limited ways of addressing many specific questions about change. Recent advances in latent variable techniques, when adequately driven by theory, design, and measurement, offer a unified and flexible framework for addressing such questions.
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Misangyi VF, LePine JA, Algina J, Goeddeke F. The Adequacy of Repeated-Measures Regression for Multilevel Research. ORGANIZATIONAL RESEARCH METHODS 2016. [DOI: 10.1177/1094428105283190] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The authors assess the suitability of repeated-measures regression (RMR) to analyze multilevel data in four popular multilevel research designs by comparing results of RMR analyses to results of analyses using techniques known to produce correct results in these designs. The findings indicate that RMR may be suitable for only a small number of situations and that repeated-measures ANOVA, multivariate repeated-measures ANOVA, and multilevel modeling may be better suited to analyze multilevel data under most circumstances. The authors conclude by offering recommendations regarding the appropriateness of the different techniques given the different research designs.
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Bliese PD, Ployhart RE. Growth Modeling Using Random Coefficient Models: Model Building, Testing, and Illustrations. ORGANIZATIONAL RESEARCH METHODS 2016. [DOI: 10.1177/109442802237116] [Citation(s) in RCA: 436] [Impact Index Per Article: 54.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In this article, the authors illustrate how random coefficient modeling can be used to develop growth models for the analysis of longitudinal data. In contrast to previous discussions of random coefficient models, this article provides step-by-step guidance using a model comparison framework. By approaching the modeling this way, the authors are able to build off a regression foundation and progressively estimate and evaluate more complex models. In the model comparison framework, the article illustrates the value of using likelihood tests to contrast alternative models (rather than the typical reliance on tests of significance involving individual parameters), and it provides code in the open-source language R to allow readers to replicate the results. The article concludes with practical guidelines for estimating growth models.
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12
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NG THOMASWH. Embedding Employees Early On: The Importance of Workplace Respect. PERSONNEL PSYCHOLOGY 2015. [DOI: 10.1111/peps.12117] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample. PLoS One 2015; 10:e0135357. [PMID: 26267439 PMCID: PMC4534453 DOI: 10.1371/journal.pone.0135357] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2015] [Accepted: 07/21/2015] [Indexed: 11/19/2022] Open
Abstract
This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.
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Chafouleas SM, Kilgus SP, Jaffery R, Riley-Tillman TC, Welsh M, Christ TJ. Direct behavior rating as a school-based behavior screener for elementary and middle grades. J Sch Psychol 2013; 51:367-85. [PMID: 23816230 DOI: 10.1016/j.jsp.2013.04.002] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2011] [Revised: 04/01/2013] [Accepted: 04/06/2013] [Indexed: 10/26/2022]
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Lamont A, Van Horn ML. Heterogeneity in Parent-reported Social Skill Development in Early Elementary School Children. SOCIAL DEVELOPMENT 2013. [DOI: 10.1111/sode.12023] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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King G, Rigby P, Batorowicz B. Conceptualizing participation in context for children and youth with disabilities: an activity setting perspective. Disabil Rehabil 2013; 35:1578-85. [PMID: 23311673 DOI: 10.3109/09638288.2012.748836] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
UNLABELLED This article considers the conceptualization, operationalization and implications of "activity settings" for research on the recreation and leisure participation of children and youth with disabilities. Activity settings are contextualized settings that situate child and youth activities and their participation experiences. We discuss activity settings as an important construct for considering environmental qualities that provide opportunities for beneficial participation experiences for children and youth with disabilities. The article considers existing research using the concept of activity settings, the conceptualization of environment and contemporary issues in the measurement of participation and environment, indicating how these are addressed by an activity settings approach. We then describe the development of two quantitative measures of recreation and leisure activity settings - one assessing environmental qualities and the other assessing youth experiences - that have the potential to inform researchers, managers and clinicians about relationships between environmental qualities and participation experiences. Finally, we consider the implications of an activity settings approach for research, theory building and clinical practice. IMPLICATIONS FOR REHABILITATION An activity setting perspective can enhance understanding of the recreation and leisure participation of children and youth with disabilities. The Measure of Environmental Qualities of Activity Settings (MEQAS) and Self-reported Experiences of Activity Settings (SEAS) provide unique assessments of environmental qualities and experiences from an activity setting perspective. Clinicians might use the SEAS alone to understand particular youth experiences in certain types of settings, which may be limiting or facilitating development. The combined use of the SEAS and MEQAS can provide experiential profiles linked to activity setting qualities such as structure, type of activity and social partners, providing a valuable source of information about youth programs.
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Affiliation(s)
- Gillian King
- Bloorview Research Institute, Toronto, ON, Canada.
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Huang JW. The effects of transformational leadership on the distinct aspects development of social identity. GROUP PROCESSES & INTERGROUP RELATIONS 2013. [DOI: 10.1177/1368430212454926] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although transformational leadership (TFL) has been extensively investigated, the mechanism and process by which perceived TFL exerts its influence on followers’ social identification development behaviors is relatively unexplored. Accordingly, this study proposes a latent growth model based on social identity theory to address these influences. To test the proposed model, data were collected by surveying 1,501 employees of R&D departments at Taiwanese IT firms at multiple points in time over a 10-month period. Therein, we found that as employees perceived more TFL at Time 1, they were more likely to show increases in social identification development behaviors over time. Further, increases in social identification development behaviors demonstrate their positive relationship with task performance and organizational citizenship development behaviors over time. My empirical model confirms all of my proposed hypotheses, and these findings highlight that the potential dynamic consequences of organization behaviors can lead to employee career development.
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Fu ZH, Tao J, Shi NZ, Zhang M, Lin N. Analyzing Longitudinal Item Response Data via the Pairwise Fitting Method. MULTIVARIATE BEHAVIORAL RESEARCH 2011; 46:669-690. [PMID: 26741526 DOI: 10.1080/00273171.2011.589279] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Multidimensional item response theory (MIRT) models can be applied to longitudinal educational surveys where a group of individuals are administered different tests over time with some common items. However, computational problems typically arise as the dimension of the latent variables increases. This is especially true when the latent variable distribution cannot be integrated out analytically, as with MIRT models for binary data. In this article, based on the pseudolikelihood theory, we propose a pairwise modeling strategy to estimate item and population parameters in longitudinal studies. Our pairwise method effectively reduces the dimensionality of the problem and hence is applicable to longitudinal IRT data with high-dimensional latent variables, which are challenging for classical methods. And in the low-dimensional case, our simulation study shows that it performs comparably with the classical methods. We further illustrate the implementation of the pairwise method using a development study of mathematics levels of junior high school students in which the response data are collected from 65 classes of 8 schools from 4 different school districts in China.
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Affiliation(s)
- Zhi-Hui Fu
- a Department of Statistics and School of Mathematics and System Science , Shenyang Normal University
| | - Jian Tao
- b Key Laboratory of Applied Statistics of MOE and School of Mathematics and Statistics and School of Education Science Northeast Normal University
| | - Ning-Zhong Shi
- b Key Laboratory of Applied Statistics of MOE and School of Mathematics and Statistics and School of Education Science Northeast Normal University
| | - Ming Zhang
- b Key Laboratory of Applied Statistics of MOE and School of Mathematics and Statistics and School of Education Science Northeast Normal University
| | - Nan Lin
- c Department of Mathematics , Washington University in Saint Louis
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McDougall J, Wright V, Schmidt J, Miller L, Lowry K. Applying the ICF framework to study changes in quality-of-life for youth with chronic conditions. Dev Neurorehabil 2010; 14:41-53. [PMID: 21034288 PMCID: PMC4245180 DOI: 10.3109/17518423.2010.521795] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2010] [Accepted: 09/03/2010] [Indexed: 11/13/2022]
Abstract
OBJECTIVE The objective of this paper is to describe how the ICF framework was applied as the foundation for a longitudinal study of changes in quality-of-life (QoL) for youth with chronic conditions. METHOD This article will describe the study's aims, methods, measures and data analysis techniques. It will point out how the ICF framework was used--and expanded upon--to provide a model for studying the impact of factors on changes in QoL for youth with chronic conditions. Further, it will describe the instruments that were chosen to measure the components of the ICF framework and the data analysis techniques that will be used to examine the impact of factors on changes in youths' QoL. CONCLUSIONS Qualitative and longitudinal designs for studying QoL based on the ICF framework can be useful for unraveling the complex ongoing inter-relationships among functioning, contextual factors and individuals' perceptions of their QoL.
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Behavioral risk, teacher–child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1016/j.appdev.2009.05.001] [Citation(s) in RCA: 86] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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King G, McDougall J, Dewit D, Petrenchik T, Hurley P, Law M. Predictors of Change Over Time in the Activity Participation of Children and Youth with Physical Disabilities. CHILDRENS HEALTH CARE 2009; 38:321-351. [PMID: 19907673 DOI: 10.1080/02739610903237352] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Little is known about predictors of change over time in the intensity of the leisure and recreational activity participation of children with physical disabilities. This study reports data from 402 children/youth with physical disabilities (216 boys and 186 girls), ages 6 to 15, collected on three occasions over a 3-year period. Latent growth curve modeling was used to determine the significant child, family, and community predictors of change in the intensity of their participation in five types of activities (recreational, active physical, social, skill-based, and self-improvement). Differences in predictors were examined for boys versus girls, and older versus younger children. Significant predictors of change were found only for recreational and active physical activities. The findings indicate that factors associated with change in participation intensity are dependent on the type of activity, and vary as a function of children's sex and age. Implications for research and service delivery are discussed, including the importance of a contextualized, holistic, and developmental approach to intervention.
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Affiliation(s)
- Gillian King
- Bloorview Research Institute, 150 Kilgour Road, Toronto Ontario Canada M4G 1R8
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Grimm KJ, Pianta RC, Konold T. Longitudinal Multitrait-Multimethod Models for Developmental Research. MULTIVARIATE BEHAVIORAL RESEARCH 2009; 44:233-258. [PMID: 26754267 DOI: 10.1080/00273170902794230] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Multitrait-multimethod (MTMM) confirmatory factor models were combined with longitudinal structural equation models to examine trait and method stability over time. A longitudinal correlated-trait correlated-method (CT-CM) model allowed for the study of trait and method variance in observed scores over time. Longitudinal measurement invariance was examined in the longitudinal CT-CM model to determine the invariance of the trait and method factors. The longitudinal MTMM model was then combined with second-order latent curve models to evaluate within-person change and between-person differences change in the trait factors while accounting for method-related variance. These models were developed and applied to longitudinal behavior-rating data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development with externalizing, internalizing, and social skills serving as the traits and mother, father, and teacher serving as methods or informants. Methodological extensions of longitudinal MTMM models and benefits of an MTMM approach to developmental research are discussed.
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Schmitt N, Oswald FL, Friede A, Imus A, Merritt S. Perceived fit with an academic environment: Attitudinal and behavioral outcomes. JOURNAL OF VOCATIONAL BEHAVIOR 2008. [DOI: 10.1016/j.jvb.2007.10.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Cheung MWL. Comparison of Methods of Handling Missing Time-Invariant Covariates in Latent Growth Models Under the Assumption of Missing Completely at Random. ORGANIZATIONAL RESEARCH METHODS 2007. [DOI: 10.1177/1094428106295499] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Latent growth models implemented in multilevel models (MLM) or structural equation models (SEM) may be used to analyze longitudinal data with an emphasis on interindividual and intraindividual differences. The main objective of this study is to compare methods of handling missing time-invariant data under the assumption of missing completely at random. Listwise deletion (LD), mean substitution (MS), the expectation-maximization (EM) algorithm, multiple imputation (MI), and full information maximum likelihood (FIML) are compared via a computer simulation study. The findings show that FIML and LD generally perform best, whereas the standard errors of EM and MI are usually underestimated. The results on MS are generally acceptable except when the percentage of missingness is large. Practical implications and directions for future research are discussed.
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Hussong AM, Zucker RA, Wong MM, Fitzgerald HE, Puttler LI. Social competence in children of alcoholic parents over time. Dev Psychol 2005; 41:747-59. [PMID: 16173872 PMCID: PMC3159038 DOI: 10.1037/0012-1649.41.5.747] [Citation(s) in RCA: 47] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
In the current study, the authors tested the hypothesis that children of alcoholic parents (COAs) show deficits in social competence that begin in early childhood and escalate through middle adolescence. Teachers, parents, and children reported on the social competence of COAs and matched controls in a community sample assessed from ages 6 to 15. Hierarchical linear growth models revealed different patterns of change in social competence across development as a function of the reporter of various indicators of competence. Moreover, female COAs showed deficits in social competence in early childhood that receded in adolescence and that varied across subtypes of parent alcoholism. Implications of these findings for understanding the development of social competence in children, and at-risk children in particular, are discussed.
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Affiliation(s)
- Andrea M Hussong
- Department of Psychology, University of North Carolina at Chapel Hill, 27599, USA.
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Sacco JM, Schmitt N. A Dynamic Multilevel Model of Demographic Diversity and Misfit Effects. JOURNAL OF APPLIED PSYCHOLOGY 2005; 90:203-31. [PMID: 15769233 DOI: 10.1037/0021-9010.90.2.203] [Citation(s) in RCA: 119] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
In this study, the authors proposed and evaluated the linkages of a dynamic multilevel model of demographic diversity and misfit effects in a large sample of quick-service restaurants. Using a cross-level approach, the authors studied an employee's demographic misfit in relation to coworkers' demographics as a predictor of turnover risk over time. At the business-unit level, they studied changes in restaurant demographic diversity in relation to changes in profitability over time and unit turnover rates in relation to profitability. The authors also studied the impact of the match between the racial compositions of the restaurants and their communities on profitability. The results supported linkages between demographic misfit and turnover and partially supported a negative association between racial diversity and changes in profitability.
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Stoel RD, Peetsma TT, Roeleveld J. Relations between the development of school investment, self-confidence and language achievement in elementary education: a multivariate latent growth curve approach. LEARNING AND INDIVIDUAL DIFFERENCES 2003. [DOI: 10.1016/s1041-6080(03)00017-7] [Citation(s) in RCA: 16] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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