Use of Structure Coefficients in Published Multiple Regression Articles: β is not Enough

Courville, Troy; Thompson, Bruce

doi:10.1177/0013164401612006

Cited by 358 publications

(120 citation statements)

References 27 publications

(30 reference statements)

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“…For each type of work-related learning, separate analyses were performed. The standardized regression weights (ß's) and R 2 values were supplemented by structure coefficients (r s ) that are not suppressed or inflated by collinearity (Courville & Thompson, 2001).…”

Section: Discussionmentioning

confidence: 99%

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

Doornbos¹,

Simons

Denessen

2008

Human Resource Dev Quarterly

113

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Work-related learning plays a major role in initial and ongoing competence development.It implies human change or growth that occurs primarily in activities and contexts of work (Fenwick, 2001). It is integrated in work activities, tacit, predominantly unstructured, experiential, and social (Eraut, 2000;Marsick & Watkins, 1990, 2003. The debate about work-related learning has grown as organizational leaders increase their focus on learning in organizations as a way of improving organizational performance (Rainbird, Fuller, & Munro, 2004). Organizational leaders recognize that to compete effectively they must take action in the workplace practice that helps them learn from their experience, influence the learning of others, and create a learning environment.The field of human resource development has a relatively rich history of examining formal work-related learning programs, such as mentoring, learning projects, and coaching (Ellström, 2001;McLean, 2005). However, our understanding of informal work-related learning is far less. We know little about how workplace practices meet the characteristics of a powerful learning environment. In other words, the interplay between 2 work-related learning and the context in which it occurs has been a largely unexamined area of inquiry (Ellinger, 2005).Because there is a great deal of focus on the need to promote informal workrelated learning in the contemporary workplace for organizational performance, this study focuses on specific types of work-related learning in relation to characteristics of workplace practice. The idea is that if we better understand work-related learning and the kind of characteristics that influence the types of informal work-related learning, new ways to facilitate and nurture work-related learning will be found that can contribute to individual and organizational performance.This study seeks to advance our knowledge about the effects of characteristics of workplace practice on deliberate and spontaneous kinds of work-related learning. Prior research has found workplace characteristics to relate to critical reflective work behavior (Van Woerkom, 2003). The current study extends that research by examining effects of workplace characteristics on a broader range of types of work-related learning.Therefore we conducted a large-scale study to empirically test these effects. Previous studies have mainly used small-scale qualitative designs to investigate the connections between characteristics of the workplace practice and learning at work (Billett, 2002; Fuller & Unwin, 2004a; Ellinger, 2005). Little large-scale research exists to confirm these assertions. Informal Work-Related LearningWork-related learning does not take place within or follow from a formally organized learning program or event but instead happens explicitly and implicitly via various work- Argyris and Schön (1996). Marsick and Watkins (1990) addressed the importance of intentional reflection for action to explicate the implicit learning. We follow Marsick and Watkins in the idea of ...

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Section: Discussionmentioning

confidence: 99%

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

Doornbos¹,

Simons

Denessen

2008

Human Resource Dev Quarterly

113

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“…Need satisfaction scores were rated on different scales so this model tested whether perceived autonomy-supportive coaching behaviors predicted contrasts between need satisfaction in general and need satisfaction with athletes' relationships with their coaches. Given the expected collinearity between predictors in each of these models, structure coefficients were given greater emphasis than standardized regression coefficients when interpreting parameter estimates in these models (Courville & Thompson, 2001;Thompson & Borello, 1985).…”

Section: Discussionmentioning

confidence: 99%

Assessing autonomy-supportive coaching strategies in youth sport

Conroy

Coatsworth

2007

Psychology of Sport and Exercise

139

101

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OBJECTIVES-Autonomy support is a component of the motivational climate in youth sport that may promote youth's internalization of behaviors and attitudes. This study examined the psychometric properties of the Autonomy-Supportive Coaching Questionnaire (ASCQ), a measure of two forms of autonomy-supportive coaching perceived by young athletes. DESIGN-The study design was non-experimental.METHODS-Over a six-week season, youth (N = 165) participating in a recreational summer swim league completed measures of perceived coaching behavior (weeks 1 and 5), autonomy-supportive coaching (week 5) and psychological need satisfaction (weeks 1 and 6). RESULTS-Responsesto the ASCQ could be reduced to two correlated factors representing an "interest in athlete's input" and "praise for autonomous behavior." These factors exhibited slightly different relations with perceived coaching behaviors and positively predicted coaching-associated contrasts in the satisfaction of all three basic psychological needs.

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“…This, according to Courville and Thompson (2001), is useful to determine if there is shared variance and suppressors in the regression. A benefi cial property of the structure coeffi cient is that it is not affected by associations between independent variables, as a structure coeffi cient is simply a Pearson r between independent variable and dependent variable (Courville and Thompson, 2001). However, the structural coeffi cient cannot tell us which variables share this variance.…”

Section: Determinants Of Physical Availability Of Food: Aggregate Anamentioning

confidence: 99%

Determinants of food availability and access in Ghana: what can we learn beyond the regression results?

Adom¹

2014

stagec

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The study analyses the determinants of food availability and access, and the causes of unsustainable food access in Ghana using three models. Regression results show that the effects of energy price, domestic and foreign interest rates, domestic prices and exchange rate on food availability are negative, while the effects of crop yield, arable land, liberalisation of agricultural trade and real income are positive. The analysis further shows the unique effects of energy price and human capital exceed their common effects. However, the common effects of domestic and foreign interest rates, infl ation, crop yield, arable land, exchange rate, liberalisation of agricultural trade and income exceed their unique effects. The access model shows that the effects of domestic interest rate, exchange rate and oil price are negative. The unique effect of oil price exceeds the variable's common effect. However, the common effects of exchange rate, interest rate and income exceed their unique effects. The stability model shows that good news and higher incomes enhance sustainable food access. However, higher oil price and depreciation of the local currency distort sustainable food access. The policy implication is that government should jointly target variables with higher common effects when addressing food access and availability. Withdrawal of government fuel subsidy will increase consumers' risk of accessing food and hence threaten the sustainability of food access.

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Use of Structure Coefficients in Published Multiple Regression Articles: β is not Enough

Cited by 358 publications

References 27 publications

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

Relations between characteristics of workplace practices and types of informal work‐related learning: A survey study among Dutch Police

Assessing autonomy-supportive coaching strategies in youth sport

Determinants of food availability and access in Ghana: what can we learn beyond the regression results?

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