Modeling and Testing Change: An Introduction to the Latent Growth Curve Model

Byrne, Barbara M.; Crombie, Gail

doi:10.1207/s15328031us0203_02

Cited by 118 publications

(86 citation statements)

References 24 publications

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“…In order to examine the longitudinal change in self-reported MVPA between groups, gender, and the relationships of grade, duration, and self-reported MVPA across the program, the two-level regression models were implemented using MLM method (Byrne, 2012). An identical model was implemented for PE enjoyment as an outcome variable regarding the third task of the study.…”

Section: Multilevel Modellingmentioning

confidence: 99%

“…Instead of analyzing mean scores, the level of MVPA and its change within individuals and groups is most appropriate for analysis using the multilevel models (Byrne, 2012). The present study used multilevel modelling method to examine the longitudinal change in Grade 5 to 8 experimental and control girls' and boys' self-reported MVPA across three years of program.…”

Section: ) Previous Interventions Implemented On the Basis Of The Epmentioning

confidence: 99%

“…An identical model was implemented for PE enjoyment as an outcome variable regarding the third task of the study. The primary objective of MLM is to summarize within-group variability at individual level and between-group variability at the cohort level (Byrne, 2012;Hox, 2002). MLM is useful for the hierarchically structured data (e.g., students nested within schools), which may involve multilevel structures, for instance, the lower level representing individuals and the upper level representing groups (Byrne, 2012).…”

Section: Multilevel Modellingmentioning

confidence: 99%

“…The second dummy analyzed the individual change from T1 to T3 in addition to the effect to the first dummy. All analyses were estimated using the MLR (maximum likelihood with robust standard errors) estimator (Byrne, 2012). The program produces estimates, standard errors, and p-values (Kaplan, 1998).…”

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Effectiveness of School‐Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

Gråstén

Yli-Piipari

Watt

et al. 2015

Journal of School Health

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Gråstén, Arto Students' physical activity, physical education enjoyment, and motivational determinants through a three-year school-initiated program Jyväskylä: University of Jyväskylä, 2014, 12 p. (+ included articles) (Studies in Sport, Physical Education, and Health ISSN 0356-1070; 205) ISBN 978-951-39-5713-1 (nid.) ISBN 978-951-39-5714-8 (PDF) Finnish abstract Diss.Patterns of physical activity in adulthood are often established during adolescence, making this an important period for promoting physical activity. To address this, the Sotkamo Physical Activity as Civil Skill Program 2010-2014 was implemented to increase Grade 5 to 9 students' physical activity on a daily basis. The purpose of this study was to examine the effects of program on students' physical activity and enjoyment. Furthermore, the relationship between motivational climate and enjoyment, and the percentages of students who engaged in 60 minutes of moderate to vigorous physical activity on the daily basis were examined.The study comprised 847 students (422 girls, 425 boys) at the age of 12 to 14 years from two school districts, North-East and Central Finland. The program was conducted across three school years including four measurement phases. The dependent variables were self-reported and objectively measured physical activity, and physical education enjoyment. Motivational climate, goal orientation, perceived physical competence, intrinsic and extrinsic motivation, expectancy beliefs, subjective task values, and out-of-school physical activity were independent variables. Background variables were gender, grade, duration of treatments, and school district.The program including task-involving climate and physical school environment treatment was effective in order to prohibit declining levels of students' physical activity. Students' enjoyment sustained at the same level across the program. Physically active secondary school students valued physical education classes more important than less active students. Furthermore, secondary school boys engaged in more moderate to vigorous physical activity in physical education than girls. In contrast, girls were involved in more out-of-school activity than boys. The major cause of concern arising from the current findings was that girls engaged in up to 26.2% and boys 33.6% of their weekly moderate to vigorous physical activity during only two 45-minute physical education classes. The program increased the proportion of physically active students, the latest measurement revealed that 24% of girls and 33% of boys met the current guidelines.Taken together, increased opportunities for school day physical activities have the potential to affect large number of students and are an efficient strategy for promoting regular physical activity. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting.Keywords: physical activity, enjoyme...

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Section: Multilevel Modellingmentioning

confidence: 99%

Section: ) Previous Interventions Implemented On the Basis Of The Epmentioning

confidence: 99%

Section: Multilevel Modellingmentioning

confidence: 99%

mentioning

confidence: 99%

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Effectiveness of School‐Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

Gråstén

Yli-Piipari

Watt

et al. 2015

Journal of School Health

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“…As a useful version of the random coefficient model, a single-domain latent growth curve analysis was adopted in the present study, in which individuals were assumed to differ not only in their intercepts, but also in other aspects of their trajectory over time in terms of a unidimensional latent variable, the general attitude toward abortion (e.g., Byrne and Crombie, 2003;Skrondal and Rabe-Hesketh, 2008). As the chronological ordering of responses and the clustering of responses within individuals are two important features of longitudinal data, in order to accommodate this mean and covariance structure, a longitudinal model must allow for dependence among responses on the same subject (e.g., Everitt, 2005;Skrondal and Rabe-Hesketh, 2004).…”

Section: A Unified Modeling Approachmentioning

confidence: 99%

The best of both worlds: a joint modeling approach for the assessment of change across repeated measurements

Hsieh

Eye

2010

Int. j. psychol. res.

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Lo mejor de ambos mundos: una propuesta de modelamiento combinado para la evaluación del cambio a lo largo de mediciones repetidas. Chueh-An Hsieh and Alexander von EyeMichigan State University, East Lansing, USA ABSTRACTThe usefulness of Bayesian methods in estimating complex statistical models is undeniable. From a Bayesian standpoint, this paper aims to demonstrate the capacity of Bayesian methods and propose a comprehensive model combining both a measurement model (e.g., an item response model, IRM) and a structural model (e.g., a latent variable model, LVM). That is, through the incorporation of the probit link and Bayesian estimation, the item response model can be introduced naturally into a latent variable model. The utility of this IRM-LVM comprehensive framework is investigated with a real data example and promising results are obtained, in which the data drawn from part of the British Social Attitudes Panel Survey 1983-1986 reveal the attitude toward abortion of a representative sample of adults aged 18 or older living in Great Britain. The application of IRMs to responses gathered from repeated assessments allows us to take the characteristics of both item responses and measurement error into consideration in the analysis of individual developmental trajectories, and helps resolve some difficult modeling issues commonly encountered in developmental research, such as small sample sizes, multiple discretely scaled items, many repeated assessments, and attrition over time Key words: Bayesian inference, item response model, latent growth curve analysis, simulation, generalized linear latent and mixed model RESUME La utilidad de los métodos Bayesianos en la estimación de modelos estadísticos complejos es innegable. Desde un punto de vista Bayesiano, el presente artículo busca demostrar la capacidad de los métodos Bayesianos y proponer un modelo exhaustivo que combina un modelo de medición y un modelo estructural. La utilidad de este método combinado se investiga usando datos reales tomados de una encuesta sobre actitudes sociales. El método combinado permite extraer las características de las respuestas a los ítems como de los errores en la medición para el análisis individual de trayectorias del desarrollo. Tales resultados permiten resolver asuntos que se presentan en investigación en psicología del desarrollo, e.g., tamaños de muestra pequeños, evaluaciones repetidas, etc.Palabras clave: Inferencia Bayesiana, modelo de respuesta al ítem, análisis de curva de crecimiento latente, simulación, modelo linear generalizado latente y mixto.

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Modeling Longitudinal Data from Research on Adolescence

Little

Card

Preacher

et al. 2009

Handbook of Adolescent Psychology

103

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The study of adolescent development generally relies on two types of study, cross -sectional and longitudinal. Cross -sectional studies are quite common and involve comparing two or more cohorts of youth who are assessed at a single, concurrent measurement occasion. Longitudinal studies, in contrast, involve collecting data at two or more occasions, with the interval between occasions allowing for some sort of meaningful change to occur. As we describe next, there are several advantages associated with longitudinal designs and the analysis of longitudinal data. ADVANTAGES OF LONGITUDINAL DATALongitudinal data offer several advantages over cross -sectional data in the study of adolescent development. The first advantage is that longitudinal data allow us to draw more valid conclusions regarding developmental changes in levels (i.e., means) and processes (i.e., associations) of phenomena than can be drawn with cross -sectional data. Researchers may try to infer such changes from concurrent data collected from participants over a * Correspondence regarding this chapter should be addressed to Todd D. Little

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Modeling and Testing Change: An Introduction to the Latent Growth Curve Model

Cited by 118 publications

References 24 publications

Effectiveness of School‐Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

Effectiveness of School‐Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

The best of both worlds: a joint modeling approach for the assessment of change across repeated measurements

Modeling Longitudinal Data from Research on Adolescence

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