scholarly journals A latent class growth model for migrants’ remittances: an application to the German Socio‐Economic Panel

2019 ◽  
Vol 182 (4) ◽  
pp. 1607-1632
Author(s):  
Silvia Bacci ◽  
Francesco Bartolucci ◽  
Giulia Bettin ◽  
Claudia Pigini
Keyword(s):  
Growth Model ◽  
Latent Class ◽  
Latent Class Growth Model ◽  
Latent Class Growth

Mood fluctuation in Antarctic expeditioners: does one size fit all?

Polar Record ◽  
2019 ◽  
Vol 55 (2) ◽  
pp. 93-101
Author(s):  
Clare Hawkes ◽  
Kimberley Norris ◽  
Jeff Ayton ◽  
Douglas Paton
Keyword(s):  
Growth Analysis ◽  
Quantitative Methods ◽  
Latent Class ◽  
Well Being ◽  
Latent Class Growth Analysis ◽  
Traditional Group ◽  
Latent Class Growth Model ◽  
Mood Fluctuation ◽  
Latent Class Growth ◽  
Insight Into

AbstractIt has long been argued that mood fluctuation patterns in Antarctic expeditioners are largely homogeneous. This research investigated mood fluctuation patterns throughout all the stages of Antarctic deployment using latent class growth analysis. Utilising advanced statistical methods, such as latent class growth analysis, can greatly help in identifying if mood fluctuation patterns experienced by Antarctic expeditioners are homogenous, and provide insight into mood fluctuation patterns, which was not possible with traditional group-based quantitative methods. Gaining a greater insight into mood fluctuation patterns in Antarctic expeditioners can assist with the development, and implementation of, strategies to assist with expeditioner well-being. The analysis was conducted on 423 expeditioner from the Australian Antarctic program between the 2005-2009 Antarctic deployment seasons. The results supported the notion that mood fluctuation patterns in expeditioners within the Australian-Antarctic programme were largely homogeneous, as a 1-class cubic latent class growth model was identified as being the optimal fit for the dataset. Theoretical and practical implications are discussed in relation to research and prevention and intervention strategies.

scholarly journals Preschool Intervention Can Promote Sustained Growth in the Executive-Function Skills of Children Exhibiting Early Deficits

2017 ◽  
Vol 28 (12) ◽  
pp. 1719-1730 ◽  
Author(s):  
Tyler R. Sasser ◽  
Karen L. Bierman ◽  
Brenda Heinrichs ◽  
Robert L. Nix
Keyword(s):  
Executive Function ◽  
Head Start ◽  
Latent Class ◽  
Intervention Group ◽  
Third Grade ◽  
Control Group ◽  
Social Emotional ◽  
Usual Practice ◽  
Preschool Intervention ◽  
Latent Class Growth

This study examined the effects of the Head Start Research-Based, Developmentally Informed (REDI) preschool intervention on growth in children’s executive-function (EF) skills from preschool through third grade. Across 25 Head Start centers, each of 44 classrooms was randomly assigned either to an intervention group, which received enhanced social-emotional and language-literacy components, or to a “usual-practice” control group. Four-year-old children ( N = 356; 25% African American, 17% Latino, 58% European American; 54% girls) were followed for 5 years, and EF skills were assessed annually. Latent-class growth analysis identified high, moderate, and low developmental EF trajectories. For children with low EF trajectories, the intervention improved EF scores in third grade significantly more ( d = 0.58) than in the control group. Children who received the intervention also demonstrated better academic outcomes in third grade than children who did not. Poverty often delays EF development; enriching the Head Start program with an evidence-based curriculum and teaching strategies can reduce early deficits and thereby facilitate school success.

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