A comparison of latent trait and latent class analyses of Likert-type data

Psychometrika ◽  
1985 ◽  
Vol 50 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Geofferey N. Masters
Keyword(s):  
Latent Class ◽  
Latent Trait ◽  
Latent Class Analyses ◽  
Type Data

Latent Trait and Latent Class Models.

1989 ◽  
Vol 18 (5) ◽  
pp. 836
Author(s):  
Allen L. McCutcheon ◽  
Rolf Langeheine ◽  
Jurgen Rost
Keyword(s):  
Latent Class ◽  
Latent Trait ◽  
Latent Class Models ◽  
Class Models

scholarly journals Primary students’ conceptions of the Earth: Re-examining a fundamental research hypothesis on mental models

2018 ◽  
Vol 6 (1) ◽  
pp. 23 ◽  
Author(s):  
Julie Vaiopoulou ◽  
George Papageorgiou
Keyword(s):  
Statistical Analysis ◽  
Mental Models ◽  
Latent Class ◽  
Theoretical Perspective ◽  
Theory And Practice ◽  
Primary Students ◽  
Latent Class Analyses ◽  
The Earth ◽  
Definite Answer ◽  
Fundamental Research

Research on pupils’ conceptions of the earth has proposed certain mental models within the theoretical perspective known as coherent or theory-like knowledge. Alternatively, the fragmented knowledge hypothesis refutes the existence of such models and proposes a different perspective. Although the relevant discussion has not been converged in to a definite answer, recently, the debate between the two theories has been brought up into consideration by the advances in methodology and statistical analysis. In this paper pupils’ conceptions of the earth were analyzed by latent class analyses. Children’s ideas (N=184, grades 1st to 3rd), were investigated using a closed-ended questionnaire, which includes illustrations corresponding to certain mental models. The results showed that pupils’ conceptions of the earth are not characterized by consistency and thus they do not support the existence of coherent mental models. Implications for theory and practice are discussed.

Do differences matter? A typology of emerging adult romantic relationship

2016 ◽  
Vol 34 (3) ◽  
pp. 334-355 ◽  
Author(s):  
Patricia N. E. Roberson ◽  
Jerika Christine Norona ◽  
Jessica N. Fish ◽  
Spencer B. Olmstead ◽  
Frank Fincham
Keyword(s):  
College Students ◽  
Romantic Relationships ◽  
Emerging Adults ◽  
Romantic Relationship ◽  
Latent Class ◽  
Emerging Adult ◽  
Predictor Variables ◽  
Future Research ◽  
Latent Class Analyses ◽  
Group Variation

Romantic relationships among emerging adults (individuals aged 18–25 years) are typically homogenously classified both theoretically and empirically as “exploratory” and “unstable.” With a sample of college students ( N = 340), we examined within-group variation among romantic relationships in emerging adulthood using latent class analyses. Four predictor variables indicated four types of romantic relationships among emerging adult college students: the committers (38%), the casual daters (23%), the settlers (30%), and the volatile daters (8%). Classes varied according to background variables such as gender and infidelity. Additionally, there was class variation for outcome variables such as breakup status and loneliness. Future research and implications are discussed.

Variations and Similarities in School Victimization

2018 ◽  
pp. 47-68
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
School Climate ◽  
Sexual Minority ◽  
Teacher Support ◽  
Latent Class ◽  
Minority Status ◽  
Structural Patterns ◽  
Base Rates ◽  
Multiple Contexts ◽  
Latent Class Analyses ◽  
School Victimization

This chapter examines which patterns of victimization are universal and shared by many groups and in multiple contexts and which are more unique to groups or contexts. The chapter distinguishes among base rates (i.e., the prevalence of victimization types) and structures of victimization. It suggests that although base rates of victimization types may vary significantly among different contexts, structural patterns may be much more similar across contexts. The chapter suggests that are multiple ways to address structures of victimization. For example, will the prevalence of being humiliated by a peer always be higher than being pushed or shoved? Are verbal and physical types of victimization correlated in the same ways in different countries? Will latent class analyses reveal the same profiles of students in different countries? cultures? Are poverty, sexual minority status, school climate, and teacher support associated with victimization in the same way in different countries?

Degree of consistency of parental dietary and sedentary behavior rules as indicators for overweight

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
E L M Ruiter ◽  
G A J Fransen ◽  
M Kleinjan ◽  
G R M Molleman ◽  
K van der Velden ◽  
...  
Keyword(s):  
Sedentary Behavior ◽  
Sedentary Behaviour ◽  
Latent Class ◽  
Dietary Behavior ◽  
Self Report ◽  
Overweight Children ◽  
Sedentary Behaviors ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Latent Class Analyses

Abstract Background To increase our understanding of the effect of parenting on the child’s likelihood of becoming overweight, we attempted to identify typologies based on how consistently parents apply dietary and sedentary behavior rules, and we examined whether these typologies are associated with energy balance-related behaviors in children and/or with the prevalence of overweight children. Methods Data were obtained from a cross-sectional survey of the Community Health Service in Nijmegen, the Netherlands in which a total of 4,865 parents of children aged 4-12 years participated. Data were collected using validated self-report questionnaires. To identify typologies based on how consistently parents apply dietary and sedentary behavior rules, we performed latent class analyses. We then performed regression analyses to examine the correlation between these typologies and socio-demographic characteristics, dietary and sedentary behaviors, and overweight. Results Latent class analyses revealed the existence of the following four distinct, stable classes/typologies; parents who have: (1) no dietary behavior rules, plus indulgent sedentary behavior rules; (2) indulgent dietary behavior rules, plus no sedentary behavior rules; (3) overall indulgent rules; (4) overall strict rules. Children of parents with overall strict rules (class 4) had significantly healthier dietary and sedentary behaviors compared to the children of parents in the other three classes. Children 8-12 years of age with parents in class 2 were the most likely to be overweight; compared to the children of parents in classes 1, 3, and 4, the parents in class 2 had the lowest level of education and the higher number of Turkish and Moroccan immigrants. Conclusions These results underscore the need for parents to establish strict rules for their children, particularly regarding sedentary behaviour in order to minimize the child’s likelihood of becoming overweight. Key messages The results underscore the need for parents to establish strict rules for their children, particularly regarding sedentary behaviour in order to minimize the child’s likelihood of becoming overweight. These results may contribute to making healthcare professionals aware that children of parents who do not apply sedentary behavior rules are more likely to become overweight.

Sickness Absence Recommendation Among Outpatients With ADHD and Comorbidity: A Latent Class Analysis

2018 ◽  
Vol 25 (2) ◽  
pp. 209-216
Author(s):  
Aikatarini Trantou ◽  
Hanne K. Carlsen ◽  
Christina Anderson ◽  
Steinn Steingrimsson
Keyword(s):  
Sickness Absence ◽  
Chart Review ◽  
Latent Class ◽  
Population Based ◽  
High Rate ◽  
Outcome Variable ◽  
Treatment Seeking ◽  
Autism Diagnosis ◽  
Financial Benefit ◽  
Latent Class Analyses

Objective: Determine sickness absence recommendation (SAR) prevalence for treatment-seeking patients with ADHD depending on comorbidity. Method: Population-based patient chart review of ADHD outpatients aged 19 to 29 years. The outcome, SAR, included both available financial benefit forms; activity compensation and sickness benefit. Latent class analyses (LCA) of demography and psychiatric comorbidities were performed both with and without SAR as an outcome variable. Results: Overall, 38% received SAR. Latent classes ranged from a from a small class of only females with personality disorders where all had SAR to larger groups characterized by lower comorbidity where 15% to 29% had SAR. In between these extremes were other classes of (a) neurodevelopmental disorders, for example, autism diagnosis or intellectual disabilities, and (b) high rate of anxiety disorder, where SAR rates ranged 46% to 65%. Conclusion: Treatment-seeking ADHD patients can be categorized into clinically relevant subgroups providing opportunities to structure rehabilitation efforts to the individuals’ needs.

Maltreatment Profiles of Child Welfare–Involved Children in Special Education: Classification and Behavioral Consequences

2019 ◽  
Vol 86 (3) ◽  
pp. 237-254
Author(s):  
Kevin A. Gee
Keyword(s):  
Special Education ◽  
Sexual Abuse ◽  
Child Welfare ◽  
Physical Abuse ◽  
Problem Behaviors ◽  
Latent Class ◽  
Well Being ◽  
Latent Class Analyses ◽  
Internalizing Problem ◽  
Internalizing And Externalizing

In this study, I investigated the maltreatment profiles of child welfare–involved children in special education and examined how those profiles influenced their internalizing and externalizing behaviors. I analyzed data on a sample of 290 children (63% male, 37% female, Mage = 11 years) from the National Survey on Child and Adolescent Well-Being II. When weighted, this sample represented approximately 233,000 children involved in the child welfare system and in special education. Results from latent class analyses revealed four maltreatment classes, listed by predominance: supervisory neglect, physical abuse, other forms of maltreatment, and sexual abuse. Relative to children in the sexual abuse class, children had higher teacher-reported internalizing problem behaviors if their predominate maltreatment class was either supervisory neglect or physical abuse. Understanding maltreatment and its consequences for child welfare–involved children in special education can help better inform ways to promote their educational success.

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