A Comparison of Simple Score and Latent Class Approaches: Application to HIV Knowledge Data in Chinese and Multi-Country Contexts

Autor/inn/en	Maslovskaya, Olga; Smith, Peter W. F.; Padmadas, Sabu S.
Titel	A Comparison of Simple Score and Latent Class Approaches: Application to HIV Knowledge Data in Chinese and Multi-Country Contexts
Quelle	In: International Journal of Social Research Methodology, 21 (2018) 2, S.243-261 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-5579
DOI	10.1080/13645579.2017.1367555
Schlagwörter	Foreign Countries; Social Science Research; Acquired Immunodeficiency Syndrome (AIDS); Cross Cultural Studies; Cultural Differences; Attitudes; Beliefs; Knowledge Level; Health; Research Methodology; Scores; Multivariate Analysis; Surveys; China; India; Kenya; Malawi; Ukraine + Suchen Sie Ihr Suchwort? Ausland; Social scientific research; Sozialwissenschaftliche Forschung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Attitude; Einstellung; Verhalten; Belief; Glaube; Wissensbasis; Gesundheit; Research method; Forschungsmethode; Multivariate Analyse; Survey; Umfrage; Befragung; Indien; Kenia
Abstract	Knowledge about different health-related attitudes, beliefs, and risks is of significant interest to scholars in different Social Science disciplines. Usually knowledge is collected in a form of multiple variables and then constructed as a composite indicator. The question any researcher working with knowledge-related variables faces is: what is the best way to measure and summarise different dimensions of health-related knowledge? The main goal of this paper is to evaluate and compare simple score and latent class approaches to measuring and summarising health-related knowledge using population data on HIV knowledge collected in five selected countries (China, India, Kenya, Malawi, and Ukraine). The advantages and shortcomings of both approaches (simple score and latent class approaches) to measuring and summarising health-related knowledge are evaluated and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01