节俭总是可取的吗?确定纵向面板数据集的正确模型

IF 2.2 4区 教育学 Q1 Social Sciences
S. Sivo, V. Willson
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引用次数: 26

摘要

Marsh和Hau(1996)基于从Marsh之前的研究中得出的一个特定反例,在评估模型拟合时,简约并不总是可取的断言。这个反例既不普遍,也不够有效,不足以支持这样的论点。更具体地说,反例表明了对现有的、证明相关唯一性的随机模型的监督,即移动平均和自回归移动平均模型。这些模型为误差相关性的先验说明提供了理论上合理的动机。事实上,当唯一性相互关联时,除了传统的单纯形和准单纯形模型之外,必须对随机模型进行测试,才能对该过程进行正面识别(Sivo, 1997)。简而言之,将模型复杂性的机制惩罚交换为站不住脚的测量误差协方差的机制规范提供不了解决方案。根据Marsh和Hau提出的关于…
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Is Parsimony Always Desirable? Identifying the Correct Model for a Longitudinal Panel Data Set
Abstract Marsh and Hau (1996) based the assertion that parsimony is not always desirable when assessing model fit on a particular counterexample drawn from Marsh's previous research. This counterexample is neither general nor valid enough to support such a thesis. More specifically, the counterexample signals an oversight of extant, stochastic models justifying correlated uniquenesses, namely, moving-average and autoregressive moving-average models. Such models provide theoretically plausible motives for a priori specification of error correlations. In fact, when uniquenesses are correlated, stochastic models other than the conventional simplex and quasi-simplex models must be tested before positive identification of the process is possible (Sivo, 1997). In short, exchanging the mechanistic penalties for model complexity for the mechanistic specification of untenable measurement-error covariances offers no solution. Parsimony has not been dismissed based on the argument Marsh and Hau presented concerning ...
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来源期刊
CiteScore
6.70
自引率
0.00%
发文量
25
期刊介绍: The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.
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