结构方程模型综合拟合评价中简约率的设计敏感性调整

IF 2.2 4区 教育学 Q1 Social Sciences Journal of Experimental Education Pub Date : 1998-01-01 DOI:10.1080/00220979809604409
R. Hoyle
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引用次数: 4

摘要

Marsh和Hau(1996)最近发表了一篇文章,讨论在评估结构方程模型的整体拟合时,当简约性得到奖励时,可能会出现推理错误,对此,Hoyle提出了对标准简约性比率的设计敏感调整。设计敏感的简约率区分了模型中的自由参数,这些参数是随意的,而这些参数是反映研究设计所必需的。Hoyle认为,在综合拟合规范指标的简约调整中,由研究设计决定的参数不应导致简约率影响的拟合指标向下调整。对Marsh和Hau的例子(一个单纯形模型)的重新考虑表明,设计敏感的节俭比率比标准的节俭比率提供了更合理的节俭指数上界。简要介绍了应常规使用设计敏感节俭比的4类研究设计。
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A Design-Sensitive Adjustment to the Parsimony Ratio for Evaluating Omnibus Fit of Structural Equation Models
In response to Marsh and Hau's (1996) recent article on the potential for inferential errors when parsimony is rewarded in the evaluation of overall fit of structural equation models, Hoyle proposes a design-sensitive adjustment to the standard parsimony ratio. The design-sensitive parsimony ratio distinguishes be tween free parameters in a model that are discretionary and those that are required to reflect the design of the research. Hoyle argues that in parsimony adjustments to normed indices of omnibus fit, parameters dictated by research design should not contribute to the downward adjustment to fit indices effected by the parsimony ratio. A reconsideration of Marsh and Hau's example, a simplex model, showed that the design-sensitive parsimony ratio renders a more reasonable upper bound for parsimony indices than does the standard parsimony ratio. A brief description of 4 classes of research design for which the design-sensitive parsimony ratio should be used routinely is presented.
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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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