Advances in Methods for Assessing Longitudinal Change

Autor/inn/en	Grimm, Kevin J.; Mazza, Gina L.; Mazzocco, Michèle M. M.
Titel	Advances in Methods for Assessing Longitudinal Change
Quelle	In: Educational Psychologist, 51 (2016) 3-4, S.342-353 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2016.1208569
Schlagwörter	Educational Research; Longitudinal Studies; Statistical Analysis; Mathematics Skills; Psychomotor Skills; Skill Development; Scores; Equations (Mathematics); Item Response Theory; Models; Achievement Tests; Cognitive Tests; Perceptual Motor Coordination; Visual Perception; Kindergarten; Elementary School Students; Change; Goodness of Fit; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Psychomotorische Aktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Equations; Mathematics; Gleichungslehre; Item-Response-Theorie; Analogiemodell; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Körperkoordination; Visuelle Wahrnehmung; Wandel
Abstract	Educational research aims to understand how and why students change over time. With its emphasis on within-person change, latent change score models provide educational researchers with a more general and flexible framework for testing nuanced hypotheses regarding within-person change and between-person differences in within-person change. Models of change are specified and can include static (time-invariant) covariates, as well as dynamic (time-varying) covariates. Latent change score modeling further allows for the testing of more complex research questions about dynamic associations between 2 or more variables across time. We describe latent change score models for a single repeatedly measured variable and for multiple repeatedly measured variables, and we illustrate their use with longitudinal data on mathematics ability and visual motor integration. The results indicate that visual motor integration is a potential leading indicator of subsequent changes in mathematics ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01