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Jean-Paul Fox – Journal of Educational and Behavioral Statistics, 2025
Popular item response theory (IRT) models are considered complex, mainly due to the inclusion of a random factor variable (latent variable). The random factor variable represents the incidental parameter problem since the number of parameters increases when including data of new persons. Therefore, IRT models require a specific estimation method…
Descriptors: Sample Size, Item Response Theory, Accuracy, Bayesian Statistics
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Tugay Kaçak; Abdullah Faruk Kiliç – International Journal of Assessment Tools in Education, 2025
Researchers continue to choose PCA in scale development and adaptation studies because it is the default setting and overestimates measurement quality. When PCA is utilized in investigations, the explained variance and factor loadings can be exaggerated. PCA, in contrast to the models given in the literature, should be investigated in…
Descriptors: Factor Analysis, Monte Carlo Methods, Mathematical Models, Sample Size
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Julia-Kim Walther; Martin Hecht; Steffen Zitzmann – Structural Equation Modeling: A Multidisciplinary Journal, 2025
Small sample sizes pose a severe threat to convergence and accuracy of between-group level parameter estimates in multilevel structural equation modeling (SEM). However, in certain situations, such as pilot studies or when populations are inherently small, increasing samples sizes is not feasible. As a remedy, we propose a two-stage regularized…
Descriptors: Sample Size, Hierarchical Linear Modeling, Structural Equation Models, Matrices
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Daoxuan Fu; Chunying Qin; Zhaosheng Luo; Yujun Li; Xiaofeng Yu; Ziyu Ye – Journal of Educational and Behavioral Statistics, 2025
One of the central components of cognitive diagnostic assessment is the Q-matrix, which is an essential loading indicator matrix and is typically constructed by subject matter experts. Nonetheless, to a large extent, the construction of Q-matrix remains a subjective process and might lead to misspecifications. Many researchers have recognized the…
Descriptors: Q Methodology, Matrices, Diagnostic Tests, Cognitive Measurement
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Peter Z. Schochet – Journal of Educational and Behavioral Statistics, 2025
Random encouragement designs evaluate treatments that aim to increase participation in a program or activity. These randomized controlled trials (RCTs) can also assess the mediated effects of participation itself on longer term outcomes using a complier average causal effect (CACE) estimation framework. This article considers power analysis…
Descriptors: Statistical Analysis, Computation, Causal Models, Research Design
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Suppanut Sriutaisuk; Yu Liu; Seungwon Chung; Hanjoe Kim; Fei Gu – Educational and Psychological Measurement, 2025
The multiple imputation two-stage (MI2S) approach holds promise for evaluating the model fit of structural equation models for ordinal variables with multiply imputed data. However, previous studies only examined the performance of MI2S-based residual-based test statistics. This study extends previous research by examining the performance of two…
Descriptors: Structural Equation Models, Error of Measurement, Programming Languages, Goodness of Fit
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Fatih Orçan – International Journal of Assessment Tools in Education, 2025
Factor analysis is a statistical method to explore the relationships among observed variables and identify latent structures. It is crucial in scale development and validity analysis. Key factors affecting the accuracy of factor analysis results include the type of data, sample size, and the number of response categories. While some studies…
Descriptors: Factor Analysis, Factor Structure, Item Response Theory, Sample Size
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Na Shan; Ping-Feng Xu – Journal of Educational and Behavioral Statistics, 2025
The detection of differential item functioning (DIF) is important in psychological and behavioral sciences. Standard DIF detection methods perform an item-by-item test iteratively, often assuming that all items except the one under investigation are DIF-free. This article proposes a Bayesian adaptive Lasso method to detect DIF in graded response…
Descriptors: Bayesian Statistics, Item Response Theory, Adolescents, Longitudinal Studies