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Direct linkBollen, Kenneth A. – Psychological Methods, 2007
R. D. Howell, E. Breivik, and J. B. Wilcox (2007) have argued that causal (formative) indicators are inherently subject to interpretational confounding. That is, they have argued that using causal (formative) indicators leads the empirical meaning of a latent variable to be other than that assigned to it by a researcher. Their critique of causal…
Descriptors: Researchers, Structural Equation Models, Formative Evaluation, Transformative Learning
Beretvas, S. Natasha – School Psychology Quarterly, 2005
This paper details the challenges encountered by authors summarizing evidence from a primary study to describe a treatment's effectiveness using an effect size (ES) estimate. Dilemmas that are encountered, including how to calculate and interpret the pertinent standardized mean difference ES for results from studies of various research designs,…
Descriptors: Effect Size, Research Methodology, Computation, Data Interpretation
