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Cain, Meghan K.; Zhang, Zhiyong; Bergeman, C. S. – Educational and Psychological Measurement, 2018
This article serves as a practical guide to mediation design and analysis by evaluating the ability of mediation models to detect a significant mediation effect using limited data. The cross-sectional mediation model, which has been shown to be biased when the mediation is happening over time, is compared with longitudinal mediation models:…
Descriptors: Mediation Theory, Case Studies, Longitudinal Studies, Measurement Techniques
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Devlieger, Ines; Mayer, Axel; Rosseel, Yves – Educational and Psychological Measurement, 2016
In this article, an overview is given of four methods to perform factor score regression (FSR), namely regression FSR, Bartlett FSR, the bias avoiding method of Skrondal and Laake, and the bias correcting method of Croon. The bias correcting method is extended to include a reliable standard error. The four methods are compared with each other and…
Descriptors: Regression (Statistics), Comparative Analysis, Structural Equation Models, Monte Carlo Methods
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Bishara, Anthony J.; Hittner, James B. – Educational and Psychological Measurement, 2015
It is more common for educational and psychological data to be nonnormal than to be approximately normal. This tendency may lead to bias and error in point estimates of the Pearson correlation coefficient. In a series of Monte Carlo simulations, the Pearson correlation was examined under conditions of normal and nonnormal data, and it was compared…
Descriptors: Research Methodology, Monte Carlo Methods, Correlation, Simulation
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Raykov, Tenko; Marcoulides, George A. – Educational and Psychological Measurement, 2015
A latent variable modeling approach for scale reliability evaluation in heterogeneous populations is discussed. The method can be used for point and interval estimation of reliability of multicomponent measuring instruments in populations representing mixtures of an unknown number of latent classes or subpopulations. The procedure is helpful also…
Descriptors: Test Reliability, Evaluation Methods, Measurement Techniques, Computation
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Kim, Eun Sook; Yoon, Myeongsun; Lee, Taehun – Educational and Psychological Measurement, 2012
Multiple-indicators multiple-causes (MIMIC) modeling is often used to test a latent group mean difference while assuming the equivalence of factor loadings and intercepts over groups. However, this study demonstrated that MIMIC was insensitive to the presence of factor loading noninvariance, which implies that factor loading invariance should be…
Descriptors: Test Items, Simulation, Testing, Statistical Analysis
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Nugent, William R. – Educational and Psychological Measurement, 2009
Critical to meta-analysis is the presumption that effect sizes based on different measures are directly comparable. Recent theoretical work has shown that an invariance condition--universe score, or construct, validity invariance--must hold for either observed score or reliability-corrected effect sizes based on different measures to be directly…
Descriptors: Simulation, Construct Validity, Validity, Effect Size
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Wang, Wen-Chung; Shih, Ching-Lin; Yang, Chih-Chien – Educational and Psychological Measurement, 2009
This study implements a scale purification procedure onto the standard MIMIC method for differential item functioning (DIF) detection and assesses its performance through a series of simulations. It is found that the MIMIC method with scale purification (denoted as M-SP) outperforms the standard MIMIC method (denoted as M-ST) in controlling…
Descriptors: Test Items, Measures (Individuals), Test Bias, Evaluation Research
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Sheng, Yanyan; Wikle, Christopher K. – Educational and Psychological Measurement, 2008
As item response models gain increased popularity in large-scale educational and measurement testing situations, many studies have been conducted on the development and applications of unidimensional and multidimensional models. Recently, attention has been paid to IRT-based models with an overall ability dimension underlying several ability…
Descriptors: Test Items, Individual Testing, Item Response Theory, Evaluation Methods
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Seco, Guillermo Vallejo; Izquierdo, Marcelino Cuesta; Garcia, M. Paula Fernandez; Diez, F. Javier Herrero – Educational and Psychological Measurement, 2006
The authors compare the operating characteristics of the bootstrap-F approach, a direct extension of the work of Berkovits, Hancock, and Nevitt, with Huynh's improved general approximation (IGA) and the Brown-Forsythe (BF) multivariate approach in a mixed repeated measures design when normality and multisample sphericity assumptions do not hold.…
Descriptors: Sample Size, Comparative Analysis, Simulation, Multivariate Analysis
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Wilcox, Rand R. – Educational and Psychological Measurement, 2006
For two random variables, X and Y, let D = X - Y, and let theta[subscript x], theta[subscript y], and theta[subscript d] be the corresponding medians. It is known that the Wilcoxon-Mann-Whitney test and its modern extensions do not test H[subscript o] : theta[subscript x] = theta[subscript y], but rather, they test H[subscript o] : theta[subscript…
Descriptors: Scores, Inferences, Comparative Analysis, Statistical Analysis
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Wang, Wen-Chung; Wilson, Mark – Educational and Psychological Measurement, 2005
This study presents a procedure for detecting differential item functioning (DIF) for dichotomous and polytomous items in testlet-based tests, whereby DIF is taken into account by adding DIF parameters into the Rasch testlet model. Simulations were conducted to assess recovery of the DIF and other parameters. Two independent variables, test type…
Descriptors: Test Format, Test Bias, Item Response Theory, Item Analysis
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Enders, Craig K. – Educational and Psychological Measurement, 2004
A method for incorporating maximum likelihood (ML) estimation into reliability analyses with item-level missing data is outlined. An ML estimate of the covariance matrix is first obtained using the expectation maximization (EM) algorithm, and coefficient alpha is subsequently computed using standard formulae. A simulation study demonstrated that…
Descriptors: Intervals, Simulation, Test Reliability, Computation
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Wang, Wen-Chung; Chyi-In, Wu – Educational and Psychological Measurement, 2004
Because of the requirement of reporting effect sizes and in the interest of measurement of change within the item response theory framework, their combination becomes a new issue. In the present study, repeated measures are decomposed as an initial ability and one or more modifiabilities (gain score) using a multidimensional Rasch model. The…
Descriptors: Simulation, Effect Size, Item Response Theory, Meta Analysis
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Roberts, James S.; Laughlin, James E.; Wedell, Douglas H. – Educational and Psychological Measurement, 1999
Highlights the theoretical differences between the approaches of R. Likert (1932) and L. Thurstone (1928) to attitude measurement. Uses real and simulated data on attitudes toward abortion to illustrate that attitude researchers should pay more attention to the empirical-response characteristics of items on a Likert attitude questionnaire. (SLD)
Descriptors: Abortions, Attitude Measures, Attitudes, Likert Scales
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Lee, Guemin; Dunbar, Stephen B.; Frisbie, David A. – Educational and Psychological Measurement, 2001
Conceptualized eight different types of measurement models for a test composed of testlets and studied the goodness of fit of those models to data using data from the Iowa Tests of Basic Skills and simulated data. The essentially tau-equivalent model and the congeneric model provided worse model fit than the other measurement models. (SLD)
Descriptors: Goodness of Fit, Measurement Techniques, Models, Scores
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