{"title":"A Simple Technique Assessing Ordinal and Disordinal Interaction Effects","authors":"Sang-June Park, Youjae Yi","doi":"10.3102/10769986231217472","DOIUrl":null,"url":null,"abstract":"Previous research explicates ordinal and disordinal interactions through the concept of the “crossover point.” This point is determined via simple regression models of a focal predictor at specific moderator values and signifies the intersection of these models. An interaction effect is labeled as disordinal (or ordinal) when the crossover point falls within (or outside) the observable range of the focal predictor. However, this approach might yield erroneous conclusions due to the crossover point’s intrinsic nature as a random variable defined by mean and variance. To statistically evaluate ordinal and disordinal interactions, a comparison between the observable range and the confidence interval (CI) of the crossover point is crucial. Numerous methods for establishing CIs, including reparameterization and bootstrap techniques, exist. Yet, these alternative methods are scarcely employed in social science journals for assessing ordinal and disordinal interactions. This note introduces a straightforward approach for calculating CIs, leveraging an extension of the Johnson–Neyman technique.","PeriodicalId":48001,"journal":{"name":"Journal of Educational and Behavioral Statistics","volume":"1 5","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational and Behavioral Statistics","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3102/10769986231217472","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Previous research explicates ordinal and disordinal interactions through the concept of the “crossover point.” This point is determined via simple regression models of a focal predictor at specific moderator values and signifies the intersection of these models. An interaction effect is labeled as disordinal (or ordinal) when the crossover point falls within (or outside) the observable range of the focal predictor. However, this approach might yield erroneous conclusions due to the crossover point’s intrinsic nature as a random variable defined by mean and variance. To statistically evaluate ordinal and disordinal interactions, a comparison between the observable range and the confidence interval (CI) of the crossover point is crucial. Numerous methods for establishing CIs, including reparameterization and bootstrap techniques, exist. Yet, these alternative methods are scarcely employed in social science journals for assessing ordinal and disordinal interactions. This note introduces a straightforward approach for calculating CIs, leveraging an extension of the Johnson–Neyman technique.
以往的研究通过 "交叉点 "的概念来解释顺序和非顺序的相互作用。交叉点是通过在特定调节因子值下的焦点预测因子的简单回归模型确定的,它标志着这些模型的交叉点。当交叉点位于焦点预测因子的可观测范围之内(或之外)时,交互作用效应就会被标记为不和谐(或顺序)。然而,由于交叉点是由均值和方差定义的随机变量,因此这种方法可能会得出错误的结论。要对顺序和非顺序交互作用进行统计评估,交叉点的可观测范围和置信区间(CI)之间的比较至关重要。建立置信区间的方法有很多,包括重参数化和引导技术。然而,在社会科学期刊中,这些替代方法很少被用于评估顺序和非顺序交互作用。本说明介绍了一种利用约翰逊-奈曼技术扩展计算 CI 的直接方法。
期刊介绍:
Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.