个体测量情景框架下具有个体增长加速率的Jens–Bayley潜在变化得分模型

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jin Liu
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引用次数: 3

摘要

纵向数据分析已被广泛用于检验个体内部变化中的个体间差异。这种分析的一个挑战是,只有当变化模式相对于时间是非线性的时候,变化率才能间接得到。为了应对这一挑战,人们开发了潜在变化评分模型(lcsm),该模型可用于研究个人水平上的变化率变化。我们用Jenss-Bayley生长曲线扩展了现有的LCSM,并提出了一种新的变化分数表达式,该表达式允许(1)不均匀间隔的学习波和(2)每个波周围的单独测量场合。我们还扩展了现有模型来估计生长加速的个体比率(这在很大程度上决定了轨迹形状,被视为Jenss-Bayley模型中最重要的参数)。我们通过仿真研究和实际数据分析提出了该模型。仿真研究表明,该模型能够准确、无偏地估计参数,并具有目标置信区间覆盖率。仿真研究还表明,采用新的变化分数表达式的模型优于现有的模型。通过纵向阅读分数的实证分析表明,该模型在实际应用中能够较好地估计个体的增长加速比,并生成个体的变化速率。我们还为提议的模型提供了相应的代码。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Jenss–Bayley Latent Change Score Model With Individual Ratio of the Growth Acceleration in the Framework of Individual Measurement Occasions
Longitudinal data analysis has been widely employed to examine between-individual differences in within-individual changes. One challenge of such analyses is that the rate-of-change is only available indirectly when change patterns are nonlinear with respect to time. Latent change score models (LCSMs), which can be employed to investigate the change in rate-of-change at the individual level, have been developed to address this challenge. We extend an existing LCSM with the Jenss–Bayley growth curve and propose a novel expression for change scores that allows for (1) unequally spaced study waves and (2) individual measurement occasions around each wave. We also extend the existing model to estimate the individual ratio of the growth acceleration (that largely determines the trajectory shape and is viewed as the most important parameter in the Jenss–Bayley model). We present the proposed model by a simulation study and a real-world data analysis. Our simulation study demonstrates that the proposed model can estimate the parameters unbiasedly and precisely and exhibit target confidence interval coverage. The simulation study also shows that the proposed model with the novel expression for the change scores outperforms the existing model. An empirical example using longitudinal reading scores shows that the model can estimate the individual ratio of the growth acceleration and generate individual rate-of-change in practice. We also provide the corresponding code for the proposed model.
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
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.
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