Power of Latent Growth Modeling for Detecting Linear Growth: Number of Measurements and Comparison With Other Analytic Approaches

IF 2.2 4区 教育学 Q1 Social Sciences Journal of Experimental Education Pub Date : 2005-01-01 DOI:10.3200/JEXE.73.2.121-139
Fan Xitao, Xiaotao Fan
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引用次数: 43

Abstract

The authors investigated 2 issues concerning the power of latent growth modeling (LGM) in detecting linear growth: the effect of the number of repeated measurements on LGM's power in detecting linear growth and the comparison between LGM and some other approaches in terms of power for detecting linear growth. A Monte Carlo simulation design was used, with 3 crossed factors (growth magnitude, number of repeated measurements, and sample size) and 1,000 replications within each cell condition. The major findings were as follows: For 3 repeated measurements, a substantial proportion of samples failed to converge in structural equation modeling; the number of repeated measurements did not show any effect on the statistical power of LGM in detecting linear growth; and the LGM approach outperformed both the dependent t test and repeated-measures analysis of variance (ANOVA) in terms of statistical power for detecting growth under the conditions of small growth magnitude and small to moderate sample size conditions. The multivariate repeated-measures ANOVA approach consistently underperformed the other tests.
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用于检测线性增长的潜在增长模型的力量:测量的数量和与其他分析方法的比较
作者研究了关于潜在生长模型(LGM)检测线性增长的能力的两个问题:重复测量次数对LGM检测线性增长能力的影响,以及LGM与其他一些方法在检测线性增长能力方面的比较。采用蒙特卡罗模拟设计,在每个细胞条件下有3个交叉因素(生长幅度、重复测量次数和样本量)和1000个重复。主要发现如下:对于3次重复测量,相当大比例的样本在结构方程建模中未能收敛;重复测量的次数对LGM检测线性生长的统计能力没有任何影响;在小增长幅度和小到中等样本量条件下,LGM方法在检测增长的统计能力方面优于依赖t检验和重复测量方差分析(ANOVA)。多变量重复测量方差分析方法的表现一直低于其他测试。
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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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