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- All Subjects: Quantitative psychology
- All Subjects: Mexican American families--Psychology.
- Creators: Iida, Masumi
Description
The proliferation of intensive longitudinal datasets has necessitated the development of analytical techniques that are flexible and accessible to researchers collecting dyadic or individual data. Dynamic structural equation models (DSEMs), as implemented in Mplus, provides the flexibility researchers require by combining components from multilevel modeling, structural equation modeling, and time series analyses. This dissertation project presents a simulation study that evaluates the performance of categorical DSEM using a probit link function across different numbers of clusters (N = 50 or 200), timepoints (T = 14, 28, or 56), categories on the outcome (2, 3, or 5), and distribution of responses on the outcome (symmetric/approximate normal, skewed, or uniform) for both univariate and multivariate models (representing individual data and dyadic longitudinal Actor-Partner Interdependence Model data, respectively). The 3- and 5-category model conditions were also evaluated as continuous DSEMs across the same cluster, timepoint, and distribution conditions to evaluate to what extent ignoring the categorical nature of the outcome impacted model performance. Results indicated that previously-suggested minimums for number of clusters and timepoints from studies evaluating continuous DSEM performance with continuous outcomes are not large enough to produce unbiased and adequately powered models in categorical DSEM. The distribution of responses on the outcome did not have a noticeable impact in model performance for categorical DSEM, but did affect model performance when fitting a continuous DSEM to the same datasets. Ignoring the categorical nature of the outcome lead to underestimated effects across parameters and conditions, and showed large Type-I error rates in the N = 200 cluster conditions.
ContributorsSavord, Andrea (Author) / McNeish, Daniel (Thesis advisor) / Grimm, Kevin J (Committee member) / Iida, Masumi (Committee member) / Levy, Roy (Committee member) / Arizona State University (Publisher)
Created2023
Description
Dynamic Bayesian networks (DBNs; Reye, 2004) are a promising tool for modeling student proficiency under rich measurement scenarios (Reichenberg, in press). These scenarios often present assessment conditions far more complex than what is seen with more traditional assessments and require assessment arguments and psychometric models capable of integrating those complexities. Unfortunately, DBNs remain understudied and their psychometric properties relatively unknown. If the apparent strengths of DBNs are to be leveraged, then the body of literature surrounding their properties and use needs to be expanded upon. To this end, the current work aimed at exploring the properties of DBNs under a variety of realistic psychometric conditions. A two-phase Monte Carlo simulation study was conducted in order to evaluate parameter recovery for DBNs using maximum likelihood estimation with the Netica software package. Phase 1 included a limited number of conditions and was exploratory in nature while Phase 2 included a larger and more targeted complement of conditions. Manipulated factors included sample size, measurement quality, test length, the number of measurement occasions. Results suggested that measurement quality has the most prominent impact on estimation quality with more distinct performance categories yielding better estimation. While increasing sample size tended to improve estimation, there were a limited number of conditions under which greater samples size led to more estimation bias. An exploration of this phenomenon is included. From a practical perspective, parameter recovery appeared to be sufficient with samples as low as N = 400 as long as measurement quality was not poor and at least three items were present at each measurement occasion. Tests consisting of only a single item required exceptional measurement quality in order to adequately recover model parameters. The study was somewhat limited due to potentially software-specific issues as well as a non-comprehensive collection of experimental conditions. Further research should replicate and, potentially expand the current work using other software packages including exploring alternate estimation methods (e.g., Markov chain Monte Carlo).
ContributorsReichenberg, Raymond E (Author) / Levy, Roy (Thesis advisor) / Eggum-Wilkens, Natalie (Thesis advisor) / Iida, Masumi (Committee member) / DeLay, Dawn (Committee member) / Arizona State University (Publisher)
Created2018
Description
Through a two study simulation design with different design conditions (sample size at level 1 (L1) was set to 3, level 2 (L2) sample size ranged from 10 to 75, level 3 (L3) sample size ranged from 30 to 150, intraclass correlation (ICC) ranging from 0.10 to 0.50, model complexity ranging from one predictor to three predictors), this study intends to provide general guidelines about adequate sample sizes at three levels under varying ICC conditions for a viable three level HLM analysis (e.g., reasonably unbiased and accurate parameter estimates). In this study, the data generating parameters for the were obtained using a large-scale longitudinal data set from North Carolina, provided by the National Center on Assessment and Accountability for Special Education (NCAASE). I discuss ranges of sample sizes that are inadequate or adequate for convergence, absolute bias, relative bias, root mean squared error (RMSE), and coverage of individual parameter estimates. The current study, with the help of a detailed two-part simulation design for various sample sizes, model complexity and ICCs, provides various options of adequate sample sizes under different conditions. This study emphasizes that adequate sample sizes at either L1, L2, and L3 can be adjusted according to different interests in parameter estimates, different ranges of acceptable absolute bias, relative bias, root mean squared error, and coverage. Under different model complexity and varying ICC conditions, this study aims to help researchers identify L1, L2, and L3 sample size or both as the source of variation in absolute bias, relative bias, RMSE, or coverage proportions for a certain parameter estimate. This assists researchers in making better decisions for selecting adequate sample sizes in a three-level HLM analysis. A limitation of the study was the use of only a single distribution for the dependent and explanatory variables, different types of distributions and their effects might result in different sample size recommendations.
ContributorsYel, Nedim (Author) / Levy, Roy (Thesis advisor) / Elliott, Stephen N. (Thesis advisor) / Schulte, Ann C (Committee member) / Iida, Masumi (Committee member) / Arizona State University (Publisher)
Created2016
Description
Siblings are a salient part of family life; however, few studies have explored the role of siblings on youths' cultural development and educational expectations. In the current dissertation, two studies address this gap in the literature by using longitudinal data from 246 Mexican-origin sibling pairs and their mothers and fathers. The first study examined how older siblings' cultural orientations and values uniquely contribute to younger siblings' cultural orientations and values from late adolescence to young adulthood, after accounting for mothers' and fathers' cultural orientations and values; further, it was explored the role of sibling modeling and sibling characteristics as moderators of these associations. Findings revealed that older siblings' cultural orientations and values contribute to younger siblings' cultural orientations and values from late adolescence into young adulthood. Specifically, under conditions of high sibling modeling, younger siblings reported higher levels of Anglo orientation and familism values. Whereas, fathers' orientations were positively associated with younger siblings' Anglo and Mexican orientations and mothers' values were predictive of younger siblings' familism values. Together, the findings suggest that siblings and parents play different roles in youths' cultural development.
The second study explored the reciprocal associations between older and younger siblings' educational expectations from early/middle adolescence to middle/late adolescence and from middle/late adolescence to young adulthood. In this study it was tested the moderating role of family immigrant context and sibling characteristics in the association between older and younger siblings' educational expectations. Findings revealed that older siblings' educational expectations at T1 predicted younger siblings' educational expectations at T2. Further, older siblings' educational expectations at T2 continued to influence younger siblings' educational expectations at T3, and younger siblings' educational expectations at T2 also predicted older siblings' educational expectations at T3. Family immigrant context moderated the association from older siblings' educational expectations at T2 to younger siblings' educational expectations at T3, such that the association was significant for immigrant-born families, but not for U.S.-born/Mixed-status families. Our study highlights the value of siblings' roles, particularly in immigrant families, as youth make important decisions about their educational pursuits.
The second study explored the reciprocal associations between older and younger siblings' educational expectations from early/middle adolescence to middle/late adolescence and from middle/late adolescence to young adulthood. In this study it was tested the moderating role of family immigrant context and sibling characteristics in the association between older and younger siblings' educational expectations. Findings revealed that older siblings' educational expectations at T1 predicted younger siblings' educational expectations at T2. Further, older siblings' educational expectations at T2 continued to influence younger siblings' educational expectations at T3, and younger siblings' educational expectations at T2 also predicted older siblings' educational expectations at T3. Family immigrant context moderated the association from older siblings' educational expectations at T2 to younger siblings' educational expectations at T3, such that the association was significant for immigrant-born families, but not for U.S.-born/Mixed-status families. Our study highlights the value of siblings' roles, particularly in immigrant families, as youth make important decisions about their educational pursuits.
ContributorsRodríguez De Jesús, Sue Annie (Author) / Updegraff, Kimberly A (Thesis advisor) / Bradley, Robert H (Committee member) / Iida, Masumi (Committee member) / Umaña-Taylor, Adriana J. (Committee member) / Arizona State University (Publisher)
Created2015