scholarly journals Learning Subject-Specific Directed Acyclic Graphs With Mixed Effects Structural Equation Models From Observational Data

2018 ◽  
Vol 9 ◽  
Author(s):  
Xiang Li ◽  
Shanghong Xie ◽  
Peter McColgan ◽  
Sarah J. Tabrizi ◽  
Rachael I. Scahill ◽  
...  
Keyword(s):  
Observational Data ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Directed Acyclic Graphs ◽  
Mixed Effects ◽  
Acyclic Graphs ◽  
Subject Specific

scholarly journals Science Self-Concept – More Than the Sum of its Parts? A Comparison of Different Assessment and Modeling Approaches

2019 ◽  
Author(s):  
Ulrich Schroeders ◽  
Malte Jansen
Keyword(s):  
Structural Equation ◽  
Large Scale ◽  
Structural Equation Models ◽  
Factor Model ◽  
Self Concept ◽  
General Science ◽  
Theoretical Status ◽  
Subject Specific ◽  
Mean Structure ◽  
The Subject

Academic self-concept is understood as a multidimensional, hierarchical construct. Multidimensionality refers to the subject-specific differentiation of academic self-concepts, whereas hierarchy refers to the aggregation of more specific facets of self-concepts into more general ones. Previous research demonstrated that students distinguish between their self-concepts in biology, chemistry, and physics if taught as separate school subjects, as is done in Germany. However, large-scale international educational studies, such as PISA, often use a monolithic science self-concept measure. It is yet unclear whether an aggregate of subject-specific self-concepts is equivalent to a directly measured science self-concept. We assessed the subject-specific and and a general science self-concept of 1,232 German grade 10 students. A higher-order factor model and a bifactor model demonstrated a very high correlation between the “inferred” and the explicitly assessed general science self-concept. Despite the high empirical overlap, we argue for a more nuanced view of the science self-concept, because statistical unity is not to be confused with causal unity. Moreover, from a methodological perspective, we used multi-group confirmatory factor analysis to examine the mean structure and local weighted structural equation models to study measurement invariance across science ability. Implications for the theoretical status of self-concept as a hierarchical construct are discussed.

scholarly journals Inferring Regulatory Networks From Mixed Observational Data Using Directed Acyclic Graphs

2020 ◽  
Vol 11 ◽  
Author(s):  
Wujuan Zhong ◽  
Li Dong ◽  
Taylor B. Poston ◽  
Toni Darville ◽  
Cassandra N. Spracklen ◽  
...  
Keyword(s):  
Observational Data ◽  
Regulatory Networks ◽  
Directed Acyclic Graphs ◽  
Acyclic Graphs

scholarly journals Disaggregating Associations of Between-Person Differences in Change over Time from Associations of Within-Person Fluctuation in Longitudinal Data

2021 ◽  
Author(s):  
Lesa Hoffman
Keyword(s):  
Longitudinal Data ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Time Varying ◽  
Simulation Methods ◽  
Longitudinal Models ◽  
Time Specific ◽  
Over Time

In longitudinal models with time-varying predictors, the need to distinguish their within-person (WP) relations of time-specific residuals from their between-person (BP) relations of individual means is relatively well-known. In contrast, the need to further distinguish their BP relations of individual time slopes has received much less attention. This article addresses the deleterious impact that ignoring effects of individual time slopes in time-varying predictors can have on the recovery of BP intercept and WP residual relations in commonly used variants of longitudinal models. Using simulation methods and analyses of example data, this problem is demonstrated within univariate longitudinal models (i.e., multilevel or mixed-effects models using observed predictors), as well as in multivariate longitudinal models (i.e., structural equation models using latent predictors, including those for cross-lagged relations). Recommendations are provided for how to avoid conflating the BP and WP associations of longitudinal variables in practice.

Implementing structural equation models to observational data from feedlot production systems

2017 ◽  
Vol 147 ◽  
pp. 163-171 ◽  
Author(s):  
Elva Cha ◽  
Mike Sanderson ◽  
David Renter ◽  
Abigail Jager ◽  
Natalia Cernicchiaro ◽  
...  
Keyword(s):  
Observational Data ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Production Systems

scholarly journals The Structure of Academic Self-Concept When Facing Novel Learning Content: Multidimensionality, Hierarchy, and Change

2019 ◽  
Vol 15 (3) ◽  
pp. 491-508
Author(s):  
Julia Gorges ◽  
Jelena Hollmann
Keyword(s):  
Structural Change ◽  
Structural Equation ◽  
Structural Model ◽  
Structural Equation Models ◽  
Self Concept ◽  
Study Phase ◽  
Field Of Study ◽  
Study Program ◽  
Method Factor ◽  
Subject Specific

Academic self-concepts of ability are key factors in promoting education and learning throughout students’ school career. Yet we know little about their structure and structural change when students leave high school to face novel academic tasks. The present study investigated the structure and structural change of first-year students’ study-related self-concepts of ability. Data stems from a longitudinal study with two measurement points covering the initial study phase (t1: N = 341; age: M = 21.6; SD = 3.56; 57.5% female). Self-concepts were assessed regarding the participants’ study program and four of its subordinate subjects. Confirmatory factor analyses and structural equation models were used to compare structural models and to investigate structural stability and directional effects. Results support the assumption of multidimensionality (i.e., distinct self-concepts for different subjects) and hierarchy with a generic field-of-study-specific self-concept at the apex. Specifying generic field-of-study-specific self-concept as a method factor (i.e., indicated by both subject-specific and field-of-study-specific items) was most consistent with theoretical assumptions. The structural model was invariant over the first months at university. Generic field-of-study-specific self-concept and subject-specific self-concepts largely developed independently from one another. The results emphasize the recently suggested conceptualization of generic self-concept as a method factor to reflect self-concept hierarchy. Self-concepts were structurally stable over time. Several significant horizontal effects (i.e., stability within subjects) suggest that students align their self-concepts closely to the curriculum they encounter in educational contexts and, therefore, may benefit from ample feedback on their performance to develop appropriate subject-specific self-concepts.

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