Latent Variable Interactions with Ordered-Categorical Indicators: Comparisons of Unconstrained Product Indicator and Latent Moderated Structural Equations Approaches

Autor/inn/en	Aytürk, Ezgi; Cham, Heining; Jennings, Patricia A.; Brown, Joshua L.
Titel	Latent Variable Interactions with Ordered-Categorical Indicators: Comparisons of Unconstrained Product Indicator and Latent Moderated Structural Equations Approaches
Quelle	In: Educational and Psychological Measurement, 80 (2020) 2, S.262-292 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Aytürk, Ezgi) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164419865017
Schlagwörter	Evaluation Methods; Grade 3; Grade 4; Grade 5; Interpersonal Competence; Skill Development; Teacher Student Relationship; Tests; Scores; Language Arts; Models; Academic Achievement; Structural Equation Models; New York; Social Skills Improvement System Rating Scales; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Examination; Prüfung; Examen; Sprachkultur; Analogiemodell; Schulleistung
Abstract	Methods to handle ordered-categorical indicators in latent variable interactions have been developed, yet they have not been widely applied. This article compares the performance of two popular latent variable interaction modeling approaches in handling ordered-categorical indicators: unconstrained product indicator (UPI) and latent moderated structural equations (LMS). We conducted a simulation study across sample sizes, indicators' distributions and category conditions. We also studied four strategies to create sets of product indicators for UPI. Results supported using a parceling strategy to create product indicators in the UPI approach or using the LMS approach when the categorical indicators are symmetrically distributed. We applied these models to study the interaction effect between third- to fifth-grade students' social skills improvement and teacher-student closeness on their state English language arts test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01