Deciding between the Covariance Analytical Approach and the Change-Score Approach in Two Wave Panel Data

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

Deciding between the Covariance Analytical Approach and the Change-Score Approach in Two Wave Panel Data. / Carmen, Köhler; Hartig, Johannes; Schmid, Christine.
in: Multivariate Behavioral Research, Jahrgang 56, Nr. 3, 21.07.2021, S. 447-458.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Carmen K, Hartig J, Schmid C. Deciding between the Covariance Analytical Approach and the Change-Score Approach in Two Wave Panel Data. Multivariate Behavioral Research. 2021 Jul 21;56(3):447-458. Epub 2020 Feb 19. doi: 10.1080/00273171.2020.1726723

Bibtex

@article{6e9c1255dd484238b96b64d0cf83a306,
title = "Deciding between the Covariance Analytical Approach and the Change-Score Approach in Two Wave Panel Data",
abstract = "The manuscript focuses on effects in nonrandomized studies with two outcome measurement occasions and one explanatory variable, and in which groups already differ at the pretest. Such study designs are often encountered in educational and instructional research. Two prominent approaches to estimate effects are (1) covariance analytical approaches and (2) latent change-score models. In current practice, both approaches are applied interchangeably, without a clear rationale for when to use which approach. The aim of this contribution is to outline under which conditions the approaches produce unbiased estimates of the instruction effect. We present a theoretical data generating model in which we decompose the variances of the relevant variables, and examine under which data generating conditions the estimated instruction effect is unbiased. We show that, under specific assumptions, both methods can be used to answer the general question of whether instruction has an effect. Another implication from the results is that practitioners need to consider which underlying data generating assumptions the approaches make, since a violation of those assumptions will lead to biased effects. Based on our results, we give recommendations for preferable research designs.",
keywords = "Educational science, Change-Score Model, conditional model, instruction effect, multilevel SEM",
author = "K{\"o}hler Carmen and Johannes Hartig and Christine Schmid",
note = "Publisher Copyright: {\textcopyright} 2020 Taylor & Francis Group, LLC.",
year = "2021",
month = jul,
day = "21",
doi = "10.1080/00273171.2020.1726723",
language = "English",
volume = "56",
pages = "447--458",
journal = "Multivariate Behavioral Research",
issn = "0027-3171",
publisher = "Psychology Press Ltd",
number = "3",

}

RIS

TY - JOUR

T1 - Deciding between the Covariance Analytical Approach and the Change-Score Approach in Two Wave Panel Data

AU - Carmen, Köhler

AU - Hartig, Johannes

AU - Schmid, Christine

N1 - Publisher Copyright: © 2020 Taylor & Francis Group, LLC.

PY - 2021/7/21

Y1 - 2021/7/21

N2 - The manuscript focuses on effects in nonrandomized studies with two outcome measurement occasions and one explanatory variable, and in which groups already differ at the pretest. Such study designs are often encountered in educational and instructional research. Two prominent approaches to estimate effects are (1) covariance analytical approaches and (2) latent change-score models. In current practice, both approaches are applied interchangeably, without a clear rationale for when to use which approach. The aim of this contribution is to outline under which conditions the approaches produce unbiased estimates of the instruction effect. We present a theoretical data generating model in which we decompose the variances of the relevant variables, and examine under which data generating conditions the estimated instruction effect is unbiased. We show that, under specific assumptions, both methods can be used to answer the general question of whether instruction has an effect. Another implication from the results is that practitioners need to consider which underlying data generating assumptions the approaches make, since a violation of those assumptions will lead to biased effects. Based on our results, we give recommendations for preferable research designs.

AB - The manuscript focuses on effects in nonrandomized studies with two outcome measurement occasions and one explanatory variable, and in which groups already differ at the pretest. Such study designs are often encountered in educational and instructional research. Two prominent approaches to estimate effects are (1) covariance analytical approaches and (2) latent change-score models. In current practice, both approaches are applied interchangeably, without a clear rationale for when to use which approach. The aim of this contribution is to outline under which conditions the approaches produce unbiased estimates of the instruction effect. We present a theoretical data generating model in which we decompose the variances of the relevant variables, and examine under which data generating conditions the estimated instruction effect is unbiased. We show that, under specific assumptions, both methods can be used to answer the general question of whether instruction has an effect. Another implication from the results is that practitioners need to consider which underlying data generating assumptions the approaches make, since a violation of those assumptions will lead to biased effects. Based on our results, we give recommendations for preferable research designs.

KW - Educational science

KW - Change-Score Model

KW - conditional model

KW - instruction effect

KW - multilevel SEM

UR - http://www.scopus.com/inward/record.url?scp=85079776359&partnerID=8YFLogxK

U2 - 10.1080/00273171.2020.1726723

DO - 10.1080/00273171.2020.1726723

M3 - Journal articles

C2 - 32075436

VL - 56

SP - 447

EP - 458

JO - Multivariate Behavioral Research

JF - Multivariate Behavioral Research

SN - 0027-3171

IS - 3

ER -

DOI

Zuletzt angesehen

Aktivitäten

  1. The Effects of Outcome Uncertainty on Negotiators Facing Externalities
  2. Exploring Urban Music Studies (Roundtable)
  3. Von Foerster‘s chap does brainy job. Die Prototypen des Biological Computer Laboratory (Hyperkult 18)
  4. MULTISCALE APPROACH TO LASER SHOCK PEENING INCLUDING PLASMA SHOCK WAVE SIMULATION
  5. Academy of Management Conference
  6. Cutting Across Lines: Lil Picard and the Reorienting Effects of Collage
  7. Problem Pressure, DRGs, and the Role of and Ideas in Healthcare System Change
  8. Workshop Grey Zones of Simulation - 2015
  9. 6th Austrian Early Scholars Workshop in Management - 2018
  10. Not terminated: In a Plessnerian perspective ‘cyborgized’ men still remain ‘human’ beings
  11. Methoden transformativer Forschung
  12. Professional School (Organisation)
  13. Lessons for conservation biology under global change conditions: a case study on two burnet moth species in the high altitudes of the Pyrenees
  14. Ecopharmacology.
  15. Summer School in the context of Biodiversity-Ecosystem Functioning 2012
  16. International Class Actions Conference - 2019
  17. Bsc-Thesis: Vertical stratification of ant community composition along a forest succession gradient in subtropical China.
  18. „Pegida in Germany. Causes and Consequences“
  19. DFG-Gutachtertätigkeit
  20. Methodentagung 2012
  21. 3rd International Conference on Implications of GM Crop Cultivation at Large Spatial Scales - GMLS-III 2012
  22. Barcamp Gründerwerkstatt neudeli - 2015
  23. Leuphana Universität Lüneburg (Organisation)
  24. Whitehead and Theory of Criminal Procedure
  25. ARL-Kongress 2012