Literaturnachweis - Detailanzeige
Autor/inn/en | Lanza, Stephanie T.; Collins, Linda M. |
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Titel | A New SAS Procedure for Latent Transition Analysis: Transitions in Dating and Sexual Risk Behavior |
Quelle | In: Developmental Psychology, 44 (2008) 2, S.446-456 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
Schlagwörter | Young Adults; Sexuality; Gender Differences; Statistical Analysis; Risk; Health Behavior; Evaluation Methods; Longitudinal Studies; Adolescents; Substance Abuse; Prediction; Dating (Social) Young adult; Junger Erwachsener; Sexualität; Geschlechterkonflikt; Statistische Analyse; Risiko; Health behaviour; Gesundheitsverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Drug use; Drug consomption; Drogenkonsum; Vorhersage |
Abstract | The set of statistical methods available to developmentalists is continually being expanded, allowing for questions about change over time to be addressed in new, informative ways. Indeed, new developments in methods to model change over time create the possibility for new research questions to be posed. Latent transition analysis, a longitudinal extension of latent class analysis, is a method that can be used to model development in discrete latent variables, for example, stage processes, over 2 or more times. The current article illustrates this approach using a new SAS procedure, PROC LTA, to model change over time in adolescent and young adult dating and sexual risk behavior. Gender differences are examined, and substance use behaviors are included as predictors of initial status in dating and sexual risk behavior and transitions over time. (Author). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |