Matching Items (34)
Description
Although models for describing longitudinal data have become increasingly sophisticated, the criticism of even foundational growth curve models remains challenging. The challenge arises from the need to disentangle data-model misfit at multiple and interrelated levels of analysis. Using posterior predictive model checking (PPMC)—a popular Bayesian framework for model criticism—the performance of several discrepancy functions was investigated in a Monte Carlo simulation study. The discrepancy functions of interest included two types of conditional concordance correlation (CCC) functions, two types of R2 functions, two types of standardized generalized dimensionality discrepancy (SGDDM) functions, the likelihood ratio (LR), and the likelihood ratio difference test (LRT). Key outcomes included effect sizes of the design factors on the realized values of discrepancy functions, distributions of posterior predictive p-values (PPP-values), and the proportion of extreme PPP-values.
In terms of the realized values, the behavior of the CCC and R2 functions were generally consistent with prior research. However, as diagnostics, these functions were extremely conservative even when some aspect of the data was unaccounted for. In contrast, the conditional SGDDM (SGDDMC), LR, and LRT were generally sensitive to the underspecifications investigated in this work on all outcomes considered. Although the proportions of extreme PPP-values for these functions tended to increase in null situations for non-normal data, this behavior may have reflected the true misfit that resulted from the specification of normal prior distributions. Importantly, the LR and the SGDDMC to a greater extent exhibited some potential for untangling the sources of data-model misfit. Owing to connections of growth curve models to the more fundamental frameworks of multilevel modeling, structural equation models with a mean structure, and Bayesian hierarchical models, the results of the current work may have broader implications that warrant further research.
In terms of the realized values, the behavior of the CCC and R2 functions were generally consistent with prior research. However, as diagnostics, these functions were extremely conservative even when some aspect of the data was unaccounted for. In contrast, the conditional SGDDM (SGDDMC), LR, and LRT were generally sensitive to the underspecifications investigated in this work on all outcomes considered. Although the proportions of extreme PPP-values for these functions tended to increase in null situations for non-normal data, this behavior may have reflected the true misfit that resulted from the specification of normal prior distributions. Importantly, the LR and the SGDDMC to a greater extent exhibited some potential for untangling the sources of data-model misfit. Owing to connections of growth curve models to the more fundamental frameworks of multilevel modeling, structural equation models with a mean structure, and Bayesian hierarchical models, the results of the current work may have broader implications that warrant further research.
ContributorsFay, Derek (Author) / Levy, Roy (Thesis advisor) / Thompson, Marilyn (Committee member) / Enders, Craig (Committee member) / Arizona State University (Publisher)
Created2015
Description
Individuals are attracted to occupational environments that align with their interests and personality characteristics (Holland, 1985, 1997). When an individual's attributes (i.e., needs, abilities, values and/or interests) align with the occupational environment's characteristics an individual is more satisfied. Past research suggests this relation is modest at best, hovering between .20 and .30 (Meyer et al., 2001, c.f. Wilkins & Tracey, 2014), with slightly higher estimates (ranging from .24 to .35) depending on how the variables of person and environment were measured (Kristof-Brown, Zimmerman, & Johnson, 2005). Several factors contribute to such low estimates, most notably the role of moderator variables in suppressing or exacerbating the true magnitude of this relation. A moderator that has yet to be explored is that of nonwork role priority, or the degree to which an individual's work identity is valued relative to other role identities. In the current study, three hypotheses were posited to investigate nonwork role priorities as a potential moderator to the congruence-satisfaction relation. Latent class analysis was used to apply a person-centered approach to understanding response patterns and differences in these roles. The sample was differentiated best by a two-class solution and the class variable in all three hierarchical regression models explained about five percent of the variance in job satisfaction, which suggests that work and nonwork role priority are meaningful to understanding individual career happiness. Class was not identified as a significant moderator to the congruence-satisfaction relation. Discussion of limitations to the current study and recommendations for future work in this area are presented.
ContributorsKube, Erin (Author) / Tracey, Terence J. (Thesis advisor) / Green, Samuel (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2016
Description
Instrumentality is an important motivational construct that empathizes the connection between a present task and a future goal. Instrumentality is conceptualized as a task-specific variable. Reflecting context-dependent characteristics, two different types of instrumentality are distinguished: endogenous and exogenous instrumentality. Endogenous instrumentality is the perception that learning in a present task is useful to achieving valued future goals and exogenous instrumentality is the perception that outcome in a present task is instrumental to achieving valued future goals. This study investigated the differential relationships among each instrumentality type, academic achievements, and motivational variables. Three studies were conducted to investigate the relationship between each type of instrumentality and students’ achievement and motivational variables such as achievement goals, situational interests, and pressure and the moderating role of self-efficacy on the relationship. Study 1 investigated how endogenous and exogenous instrumentality was related to students’ achievement respectively. In addition, it was examined whether self-efficacy moderated in the relationship between each instrumentality and achievement. Study 2 was conducted to find that how each instrumentality was related to three different types of achievement goals, which were mastery, performance-approach, and performance-avoidance goals. Interaction between each type of instrumentality and self-efficacy was examined to find a moderating effect by self-efficacy on accounting for the relationship between instrumentality and achievement goals. Study 3 examined the role of each instrumentality on situational interest, pressure and achievement. The results showed that endogenous instrumentality predicted grade positively regardless students’ self-efficacy level, whereas exogenous instrumentality positively predicted grade of students with high self-efficacy and negatively predicted grade of students with low-self-efficacy. In addition, endogenous instrumentality predicted mastery goals positively and performance-avoidance goals negatively, whereas exogenous instrumentality predicted both performance-approach and performance avoidance goals positively. Moreover, students with high self-efficacy were less likely to adopt performance-avoidance goals when they perceived more endogenous instrumentality. It was also found that endogenous instrumentality was a positive predictor of situational interest and a negative predictor of pressure, whereas exogenous instrumentality was a negative predictor of situational interest and as a positive predictor of pressure. There was a mediating effect of pressure on the relationship between each instrumentality and grade.
ContributorsKim, Wonsik (Author) / Husman, Jenefer (Thesis advisor) / Thompson, Marilyn (Committee member) / Bong, Mimi (Committee member) / Arizona State University (Publisher)
Created2016
Description
As methods for measuring the relationship between personality and behavior have become more sophisticated, so too has the interest in better explaining the role that environments play in this relationship. Recent efforts have been made to clarify the hypothesized moderating role of environments on this relationship and Cooper and Withey (2009), in particular, have provided evidence for the paucity of empirical research that explains the ways in which strong and weak situations may differentially affect the relationship between personality and behavior. They contend, through a thorough review of the literature, that the intuitive nature of the theory provides promise and that there is likely some substantive basis for the assertion that environmental strength should moderate the relationship between personality and theoretically relevant behaviors. The current study was designed to test the moderating influence of interpersonal environment on the relationship between interpersonal personality and interpersonal behavior, specifically whether the evidence exists for the hypothesis that moderation differentially exists for strong and weak environments. No evidence was provided for the moderating role of environments. Evidence was provided for the predictive utility of traits in all models.
ContributorsPrimé, Dominic (Author) / Tracey, Terence JG (Thesis advisor) / Bernstein, Bianca L (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2016
Description
Children with hearing impairment are at risk for poor attainment in reading decoding and reading comprehension, which suggests they may have difficulty with early literacy skills prior to learning to read. The first purpose of this study was to determine if young children with hearing impairment differ from their peers with normal hearing on early literacy skills and also on three known predictors of early literacy skills – non-verbal cognition, executive functioning, and home literacy environment. A second purpose was to determine if strengths and weaknesses in early literacy skills of individual children with hearing impairment are associated with degree of hearing loss, non-verbal cognitive ability, or executive functioning.
I assessed seven children with normal hearing and 10 children with hearing impairment on assessments of expressive vocabulary, expressive morphosyntax, listening comprehension, phonological awareness, alphabet knowledge, non-verbal cognition, and executive functioning. Two children had unilateral hearing loss, two had mild hearing loss and used hearing aids, two had moderate hearing loss and used hearing aids, one child had mild hearing loss and did not use hearing aids, and three children used bilateral cochlear implants. Parents completed a questionnaire about their home literacy environment.
Findings showed large between-group effect sizes for phonological awareness, morphosyntax, and executive functioning, and medium between-group effect sizes for expressive vocabulary, listening comprehension, and non-verbal cognition. Visual analyses provided no clear pattern to suggest that non-verbal cognition or degree of hearing loss were associated with individual patterns of performance for children with hearing impairment; however, three children who seemed at risk for reading difficulties had executive functioning scores that were at the floor.
Most prekindergarten and kindergarten children with hearing impairment in this study appeared to be at risk for future reading decoding and reading comprehension difficulties. Further, based on individual patterns of performance, risk was not restricted to one type of early literacy skill and a strength in one skill did not necessarily indicate a child would have strengths in all early literacy skills. Therefore, it is essential to evaluate all early literacy skills to pinpoint skill deficits and to prioritize intervention goals.
I assessed seven children with normal hearing and 10 children with hearing impairment on assessments of expressive vocabulary, expressive morphosyntax, listening comprehension, phonological awareness, alphabet knowledge, non-verbal cognition, and executive functioning. Two children had unilateral hearing loss, two had mild hearing loss and used hearing aids, two had moderate hearing loss and used hearing aids, one child had mild hearing loss and did not use hearing aids, and three children used bilateral cochlear implants. Parents completed a questionnaire about their home literacy environment.
Findings showed large between-group effect sizes for phonological awareness, morphosyntax, and executive functioning, and medium between-group effect sizes for expressive vocabulary, listening comprehension, and non-verbal cognition. Visual analyses provided no clear pattern to suggest that non-verbal cognition or degree of hearing loss were associated with individual patterns of performance for children with hearing impairment; however, three children who seemed at risk for reading difficulties had executive functioning scores that were at the floor.
Most prekindergarten and kindergarten children with hearing impairment in this study appeared to be at risk for future reading decoding and reading comprehension difficulties. Further, based on individual patterns of performance, risk was not restricted to one type of early literacy skill and a strength in one skill did not necessarily indicate a child would have strengths in all early literacy skills. Therefore, it is essential to evaluate all early literacy skills to pinpoint skill deficits and to prioritize intervention goals.
ContributorsRunnion, Elizabeth (Author) / Gray, Shelley (Thesis advisor) / Dorman, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2017
Description
Authenticity is a familiar concept in popular culture. Despite its popularity, few studies have empirically examined the construct of authenticity. In this study, the Authenticity Scale and Authenticity Inventory, two recently created scales measuring dispositional authenticity, were examined to determine how they compare to one another as well as how they related to theoretically relevant measures including well-being and career indecision. Results from 576 undergraduate students supported the factor structure of the Authenticity Scale, but empirical support for the Authenticity Inventory was not found. Findings indicated that the Authenticity Scale was strongly related to well-being and moderately correlated with career indecision. Small correlations between the Authenticity Scale and the Self-Concept Discrepancy Scale provided evidence that the constructs of authenticity and congruence are related but measure different things. The clinical and research implications of this study are explored and encourage a broader perspective in conceptualizing vocational concerns. The empirical support found for the Authenticity Scale advocates for its use in future research applications.
ContributorsWhite, Nathan (Author) / Tracey, Terence (Thesis advisor) / Kinnier, Richard (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by school personnel with appropriate attitudes, training experiences, and by factors relating to the child's illness. The parents of 74 students, between second and twelfth grades, completed a questionnaire addressing their child's epilepsy and their current level of seizure control. Each child's homeroom teacher also completed a survey regarding their training experiences about epilepsy and their attitudes towards individuals with epilepsy. Additional information was gathered from the child's school regarding attendance rates, most recent Terra Nova test scores (a group achievement test), and special education enrollment status. Data were analyzed via four multiple regression analyses and one logistic regression analysis. It was found that seizure control was a significant predictor for attendance, academic achievement (i.e., mathematics, writing, and reading), and special education enrollment. Additionally, teachers' attitudes towards epilepsy were a significant predictor of academic achievement (writing and reading) and special education enrollment. Teacher training experience was not a significant predictor in any of the analyses.
ContributorsBohac, Genevieve (Author) / Wodrich, David L (Thesis advisor) / Lavoie, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this single case design study was to examine the efficacy of a graphic organizer for improving the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Students included two females and one male student. Using a multiple baseline across participants design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students’ performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend the expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map for descriptive texts within four sessions. Reading comprehension scores began to increase within three intervention sessions for each participant. Results showed the positive effect of using the funnel map to improve reading comprehension of descriptive texts. Individual TAU effect sizes (.81 to .92) and overall TAU-U effect sizes (.86) and a Between Cases Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective. Based on the effect sizes, the funnel map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.
ContributorsCalvin, Kristie (Author) / Gray, Shelley I (Thesis advisor) / Restrepo, Laida (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2022
Description
The past two decades have been marked by disruptions in the way transportation is provided to society. Examples are carsharing, ridehailing services, and electric scooters. Understanding how sensitive travel behavior is during transportation disruptions is a key part of planning for the future of transportation. While the effects of people's attitudes and perceptions on travel behavior and choices have been studied in the past, their role in response to disruptions remains under explored. This dissertation explores the effect of attitudes on travel behavior and perceptions for two distinct disruptions: the advent of autonomous vehicles (AVs) and the COVID-19 pandemic. Before diving into such elaborate relationships, it is important to understand how attitudinal data is collected and measured. Thus, a study of the effects of different survey methods on the collection of attitudes towards transportation disruptions is performed. This dissertation finds that having a favorable perception of AVs is the most important factor in defining one’s willingness to use them. More importantly, those who only heard about AVs without knowing much about them were actually less likely to have a favorable perception when compared to those who never heard of AVs prior to the survey, reinforcing the need for thoughtful education and awareness initiatives. Additionally, gender also played an important role in expectations about the AV Future: not only are women less interested in using AVs as a pooled ride service, but also that the effect of attitudes on defining that choice was different for men and women. Regarding the COVID-19 pandemic, two different attitudes towards COVID were identified: concern about the effects of the COVID-19 response, and concern about the health effects of the coronavirus. Both shaped the ways people traveled, and how often they did so. These findings reinforce the need for the broad collection of attitudinal data and the incorporation of such parameters on future travel forecasting.
ContributorsCapasso da Silva, Denise (Author) / Pendyala, Ram M (Thesis advisor) / Khoeini, Sara (Thesis advisor) / Salon, Deborah (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whether certain student characteristics moderate the relationship between testing policy and reading achievement, using Early Childhood Longitudinal Study Kindergarten (ECLS-K) Cohort of 2010-2011 data. Findings from a multilevel full structural mediation model suggest that school-level frequency of state/local standardized tests had an indirect effect on student reading achievement through changes in both amount and the types of instruction at the school-level (cross-sectional fall kindergarten sample =12,241 children nested in 1,067 kindergarten classes). The findings from a three-level growth models indicated only children of Asian background and children from high socio-economic backgrounds who had frequent standardized tests in kindergarten accelerated in their monthly reading growth, whereas other children (e.g., low SES, non-Asian children) did not show any changes in the rate of the reading growth (longitudinal sample from fall of kindergarten to spring of first grade = 7,392 children nested in 744 kindergartens). The findings from the current study suggest that testing policy is not an effective means to reduce the achievement gap of children from disadvantaged family backgrounds, underperforming children or that children from low socieo-economic backgrounds. These children did not seem to benefit from frequent standardized tests longitudinally. Implications for supporting school assessment practices and instruction are discussed.
ContributorsIm, Haesung (Author) / Nakagawa, Kathryn (Thesis advisor) / Thompson, Marilyn (Committee member) / Swadener, Elizabeth (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2015