Book Review: Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2nd ed.). New York: Guilford. 366 pp., $40.50 paperback, ISBN 978-1-57230-690-5

Lin, Sieh-Hwa; Hsieh, Pei-Jung

doi:10.1177/1049731509336986

Cited by 10,571 publications

(16,390 citation statements)

References 4 publications

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“…Finally, AMOS graphics was used to create path models to verify the relationships depicted in the preliminary model in Figure 1 (Hooper, Coughlan, & Mullen, 2008; Kline, 2015). Correlations between analysed variables are depicted in Table 5.…”

Section: Resultsmentioning

confidence: 99%

Social support and posttraumatic growth in a longitudinal study of people living with HIV: the mediating role of positive affect

Rzeszutek

2017

European Journal of Psychotraumatology

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Background: Psychological research in people living with HIV (PLWH) has been dominated by studies on the negative consequences of HIV infection. However, recently, positive changes following the diagnosis of HIV have been examined, namely the phenomenon of posttraumatic growth (PTG). Objectives: The aim of this one-year longitudinal study was to investigate the level of PTG and its relationship with social support dimensions (perceived support, need for support, actually received support) and positive and negative affect among PLWH. Specifically, this study explored the mediating role of positive and negative affect in the link between social support and PTG. Method: Participants filled out the following psychometric tools: Posttraumatic Growth Inventory (PTGI), Berlin Social Support Scales (BSSS) and Positive and Negative Affect Schedule (PANAS-X). Three assessments were performed. Altogether, 129 patients were recruited for the first assessment, 106 patients participated in the second assessment and 82 participants (63.6%) out of the initial sample of 129 participated in all three assessments. Results: The positive relationship between all examined social support dimensions and PTG was entirely mediated by positive affect. There was no association between negative affect and PTG. Selected socio-medical covariates (sex, employment, higher education, being in a stable relationship and HIV/AIDS status) were related to social support and PTG among participants. Conclusions: This study points to the need for more research on positive aspects of HIV/AIDS, notably PTG. More specifically, interventions focused on enhancement and sustainment of positive affect among PLWH should be an adjunct to traditional mental health screening among this patient group.

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Section: Resultsmentioning

confidence: 99%

Social support and posttraumatic growth in a longitudinal study of people living with HIV: the mediating role of positive affect

Rzeszutek

2017

European Journal of Psychotraumatology

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“…A total of four items (item 39, 57, 65 and 75) were removed because of either its extreme skewness (skew greater than 3.0) or problematic kurtosis (Kurtosis greater than 10.0) (Kline, 2005). With 77 items, unrotated principal component analysis (PCA) was conducted.…”

Section: Resultsmentioning

confidence: 99%

The Measurement of Suicide Assessment and the Development of a Treatment Strategy for Elders: Durkheim an Approach

Marson¹,

Hong²,

Bullard³

2017

JSSW

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“…These coefficients represent the size of the influence from causal variables to effect variables. Typically, path values in the range of 0.05 and 0.10 are considered as "small" influences, values ranging from 0.10 to 0.25 are "moderate," and values above 0.25 are "large" [21,22]. In our model, student reasoning skills have a large, direct influence (0.31) on conceptual learning gains, and similarly preinstructional epistemology appears to have a moderate, direct influence (0.18) on student conceptual gains.…”

Section: Resultsmentioning

confidence: 99%

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

Ding

2014

Phys. Rev. ST Phys. Educ. Res.

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This study seeks to test the causal influences of reasoning skills and epistemologies on student conceptual learning in physics. A causal model, integrating multiple variables that were investigated separately in the prior literature, is proposed and tested through path analysis. These variables include student preinstructional reasoning skills measured by the Classroom Test of Scientific Reasoning, pre-and postepistemological views measured by the Colorado Learning Attitudes about Science Survey, and preand postperformance on Newtonian concepts measured by the Force Concept Inventory. Students from a traditionally taught calculus-based introductory mechanics course at a research university participated in the study. Results largely support the postulated causal model and reveal strong influences of reasoning skills and preinstructional epistemology on student conceptual learning gains. Interestingly enough, postinstructional epistemology does not appear to have a significant influence on student learning gains. Moreover, pre-and postinstructional epistemology, although barely different from each other on average, have little causal connection between them.

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Book Review: Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2nd ed.). New York: Guilford. 366 pp., $40.50 paperback, ISBN 978-1-57230-690-5

Cited by 10,571 publications

References 4 publications

Social support and posttraumatic growth in a longitudinal study of people living with HIV: the mediating role of positive affect

Social support and posttraumatic growth in a longitudinal study of people living with HIV: the mediating role of positive affect

The Measurement of Suicide Assessment and the Development of a Treatment Strategy for Elders: Durkheim an Approach

Verification of causal influences of reasoning skills and epistemology on physics conceptual learning

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