Incorporating Measurement Nonequivalence in a Cross-Study Latent Growth Curve Analysis

Autor/inn/en	Flora, David B.; Curran, Patrick J.; Hussong, Andrea M.; Edwards, Michael C.
Titel	Incorporating Measurement Nonequivalence in a Cross-Study Latent Growth Curve Analysis
Quelle	In: Structural Equation Modeling: A Multidisciplinary Journal, 15 (2008) 4, S.676-704 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1070-5511
Schlagwörter	Structural Equation Models; Item Response Theory; Measurement; Scores; Test Bias; Longitudinal Studies; Effect Size; Factor Analysis + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Messverfahren; Testkritik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Faktorenanalyse
Abstract	A large literature emphasizes the importance of testing for measurement equivalence in scales that may be used as observed variables in structural equation modeling applications. When the same construct is measured across more than one developmental period, as in a longitudinal study, it can be especially critical to establish measurement equivalence, or invariance, across the developmental periods. Similarly, when data from more than one study are combined into a single analysis, it is again important to assess measurement equivalence across the data sources. Yet, how to incorporate nonequivalence when it is discovered is not well described for applied researchers. Here, we present an item response theory approach that can be used to create scale scores from measures while explicitly accounting for nonequivalence. We demonstrate these methods in the context of a latent curve analysis in which data from two separate studies are combined to estimate a single longitudinal model spanning several developmental periods. (Contains 5 figures, 8 footnotes and 3 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10