Applying Longitudinal Mean and Covariance Structures (LMACS) Analysis to Assess Construct Stability Over Two Time Points

Bashkov, Bozhidar M.; Finney, Sara J.

doi:10.1177/0748175613497038

Cited by 17 publications

(14 citation statements)

References 31 publications

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“…However, the process of scale validation and revalidation is, and should be, ongoing (Furr, 2018). Specifically, the current study findings provide evidence of the construct stability and convergent validity across the five measured outcomes as indicated in Table 2 (Bashkov & Finney, 2013). Further, the high correlations between the premeasures and postmeasures across the five measured factors illustrate additional support for their construct and/or predictive validity, suggesting that despite the significant mean differences from preprogram to postprogram, items were measuring the same construct.…”

Section: Discussionsupporting

confidence: 58%

Research and Practice: An Applied Examination of the Parental Perceptions of Developmental Outcomes Scale

Gagnon

Garst

2019

JOREL

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To support practitioners' need for reliable and valid measures of the youth camp experience, this study compares the results of two analytic approaches-(1) composite-based paired samples t tests and (2) a latent structural equation model approach-using the Parental Perceptions of Developmental Outcomes (PPDO) scale in a sample of 930 parents of youth attending residential summer camps. Through a retrospective pretest (RPT) design, parents reported statistically significant growth across the five dimensions of the PPDO (responsibility, exploration, self-regulation, attitude, and communication) in both analytic approaches. The study results indicated similar effect sizes and conclusions were reached using both analytical approaches, suggesting a more practitioner-friendly approach (composite) may tell the same story as a more complex and research-oriented (latent) approach. This finding, as well as the revalidation of the PPDO in this sample, indicates the PPDO's usefulness in applied and research contexts.

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Section: Discussionsupporting

confidence: 58%

Research and Practice: An Applied Examination of the Parental Perceptions of Developmental Outcomes Scale

Gagnon

Garst

2019

JOREL

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“…This was followed by a confirmatory factor analysis (CFA) (n = 222) to confirm the result gained from the EFA. To investigate whether the instrument functions equally for both biology majors and non-majors, measurement invariance was examined (Bashkov & Finney, 2013;Vandenberg & Lance, 2000). EFA was run using the R package psych (Revelle, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…To investigate whether the interest instrument functioned equally for biology majors and non-biology majors, measurement invariance was examined (Bashkov & Finney, 2013;Vandenberg & Lance, 2000). If the instrument is invariant between the groups of interest, it means that the researcher could confidently use the instrument to compare the two groups with respect to the latent score achieved from the instrument.…”

Section: Measurement Invariancementioning

confidence: 99%

Measuring university students’ interest in biology: evaluation of an instrument targeting Hidi and Renninger’s individual interest

et al. 2020

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Background: Boosting students' disciplinary interest has long been considered an important mechanism to increase student success and retention in STEM education. Yet, interest is a complex construct and can mean different things to different people, and many of the existing interest questionnaires do not identify a specific theoretical framework underlying their items. To demonstrate that curricular interventions targeting students' interest are effective, educators need a theoretically based instrument to measure interest. The aim of this study was to develop an instrument measuring undergraduate students' interest in the discipline of biology and collect initial validity evidence supporting the proposed use. The instrument structure is based on Hidi and Renninger's (Educational Psychologist 41:111-127, 2006) conceptualization of individual interest, and the intended use is to evaluate changes in the biology interests of the US undergraduate students pursuing STEM degrees. To provide evidence of validity, the instrument was completed by 446 biology majors and 489 non-biology majors at two R1 universities. Exploratory and confirmatory factor analyses were applied to evaluate the internal structure of the instrument. Results: The final three-factor instrument supported by these analyses includes 6 items representing positive feelings towards biology, 5 items representing personal value of biology, and 8 items representing reengagement in biology-related activities. Measurement invariance across biology and non-biology majors was established and subsequent comparisons of these populations demonstrated that biology majors report significantly higher positive feelings, personal value, and reengagement in biology-related activities compared to non-biology majors. Conclusions: The study findings support the use of the instrument to gain a broad understanding of students' individual interest in biology. With minor adaptions, the instrument could also be evaluated for use in other STEM disciplines and for use by other populations.

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“…One important precondition to studying OC developments is a certain degree of malleability, which allows one to analyze the effect on, or of, OC changes. From a methodological point of view, temporal or longitudinal construct stability or malleability refers to the lack of change, or existence of change, in the construct over time, respectively (Bashkov and Finney, 2013). Typically, researchers apply repeated measures designs with at least two time points (ideally at least three time points) to examine rank order or mean-level consistency or change, to draw inferences about construct stability or malleability (Marsh and Grayson, 1994).…”

Section: Development Of Occupational Commitment Over Timementioning

confidence: 99%

Occupational commitment from a life span perspective

Spurk

Hofer

Burmeister

et al. 2019

CDI

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Purpose The purpose of this review is to integrate and organize past research findings on affective, normative and continuance occupational commitment (OC) within an integrative framework based on central life span concepts. Design/methodology/approach The authors identified and systematically analyzed 125 empirical articles (including 138 cases) that examined OC with a content valid measure to the here applied definition of OC. These articles provided information on the relationship between OC and four distinct life span concepts: chronological age, career stages, occupational and other life events, and occupational and other life roles. Furthermore, developmental characteristics of OC in terms of construct stability and malleability were reviewed. Findings The reviewed literature allowed to draw conclusions about the mentioned life span concepts as antecedents and outcomes of OC. For example, age and tenure is more strongly positively related to continuance OC than to affective and normative OC, nonlinear and moderating influences seem to be relevant in the case of the latter OC types. The authors describe several other findings within the results sections. Originality/value OC represents a developmental construct that is influenced by employees’ work- and life-related progress, associated roles, as well as opportunities and demands over their career. Analyzing OC from such a life span perspective provides a new angle on the research topic, explaining inconsistencies in past research and giving recommendation for future studies in terms of dynamic career developmental thinking.

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Applying Longitudinal Mean and Covariance Structures (LMACS) Analysis to Assess Construct Stability Over Two Time Points

Cited by 17 publications

References 31 publications

Research and Practice: An Applied Examination of the Parental Perceptions of Developmental Outcomes Scale

Research and Practice: An Applied Examination of the Parental Perceptions of Developmental Outcomes Scale

Measuring university students’ interest in biology: evaluation of an instrument targeting Hidi and Renninger’s individual interest

Occupational commitment from a life span perspective

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