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Marsh, Herbert W.; Tracey, Danielle K.; Craven, Rhonda G. – Educational and Psychological Measurement, 2006
Confirmatory factor analysis of responses by 211 preadolescents (M age = 10.25 years,SD = 1.48) with mild intellectual disabilities (MIDs) to the individually administered Self Description Questionnaire I-Individual Administration (SDQI-IA) counters widely cited claims that these children cannot differentiate multiple self-concept factors. Results…
Descriptors: Multidimensional Scaling, Self Concept, Preadolescents, Mild Mental Retardation
Rvachew, Susan; Grawburg, Meghann – Journal of Speech, Language, and Hearing Research, 2006
Purpose: The purpose of this study was to examine the relationships among variables that may contribute to poor phonological awareness (PA) skills in preschool-aged children with speech sound disorders (SSD). Method: Ninety-five 4- and 5-year-old children with SSD were assessed during the spring of their prekindergarten year. Linear structural…
Descriptors: Articulation (Speech), Vocabulary Skills, Receptive Language, Reading Skills
Whiteside, Leanne; And Others – 1994
This study of 1,093 public high school students was designed to test an integrated theoretical model of delinquency, consisting of elements of social control and social learning theories, with LISREL procedures. The model confirmed with LISREL was very similar to the hypothesized model. The hypothesized model was fitted to data on one random…
Descriptors: Adolescents, Beliefs, Causal Models, Delinquency
Cheng, Zi-Juan; Hau, Kit-Tai; Wen, Jian-Bing; Kong, Chit-Kwong – 2000
Using structural equation modeling (SEM), researchers examined whether there was a general dominating factor that governed students' implicit theories of intelligence, morality, personality, creativity, and social intelligence. The possible age-related changes of students' implicit theories were also studied. In all, 1,650 elementary and junior…
Descriptors: Age Differences, Creativity, Elementary School Students, Foreign Countries

O'Donnell, Deborah A.; Schwab-Stone, Mary E.; Muyeed, Adaline Z. – Child Development, 2002
This study examined how parent, school, and peer support differentially affected resilience among urban sixth-, eighth-, and tenth-graders. Findings indicated that both parent and school support factors positively related to resilience in children who had been exposed to community violence; however, peer support negatively related to resilience in…
Descriptors: Adolescents, Age Differences, Cross Sectional Studies, Definitions

Ardelt, Monika; Day, Laurie – Journal of Early Adolescence, 2002
Examined relations between parents, older siblings, peers, adolescents' individual characteristics, and adolescents' deviant attitudes and behaviors among inner-city families. Structural equation models showed that older deviant siblings had the strongest effect on adolescent deviance. Positive family relationships, parental support, and…
Descriptors: Adolescent Attitudes, Adolescent Behavior, Adolescent Development, At Risk Persons

Psychological Science, 2002
Used NICHD Study of Early Child Care data to test paths from child care quality through process indicators to child outcomes. Found that maternal caregiving quality was strongest predictor of cognitive and social competence. Nonmaternal caregiving quality related to cognitive and social competence. Nonmaternal caregiving quality mediated…
Descriptors: Caregiver Training, Child Care, Child Care Effects, Child Development

Papanastasiou, Constantinos – Educational Research and Evaluation: An International Journal on Theory and Practice, 2002
Using a structural equation model, this study investigated the mathematics achievement of eighth graders in Cyprus enrolled in the year 1994-1995. The model considered two exogenous constructs related to student background and five endogenous constructs. Although attitudes, teaching, and beliefs had direct effect on mathematics outcomes, these…
Descriptors: Background, Beliefs, Foreign Countries, Grade 8

Lennox, Richard D.; Dennis, Michael L. – Evaluation and Program Planning, 1994
Potential methods are explored for removing or otherwise controlling random measurement error, assessment artifacts, irrelevant variation in outcome measures, and confounding sources of covariation in a structural equations model. Using examples with measures of quality of life and functioning, the authors consider these methods for field…
Descriptors: Error of Measurement, Field Studies, Measurement Techniques, Models

Marsh, Herbert W. – Journal of Educational Psychology, 1990
How different frames of reference affect the formation of mathematics and English self-concepts was studied for 14,825 high school sophomores from the High School and Beyond Study. Results are discussed in terms of the internal/external frame of reference model and the big-fish-little-pond effect. (SLD)
Descriptors: Academic Achievement, Concept Formation, Context Effect, Correlation

Pike, Gary R. – Research in Higher Education, 1991
Analysis of data on freshman-to-senior developmental gains in 722 University of Tennessee-Knoxville students provides evidence of the advantages of structural equation modeling with latent variables and suggests that the group differences identified by traditional analysis of variance and covariance techniques may be an artifact of measurement…
Descriptors: Case Studies, College Freshmen, College Seniors, Error of Measurement

Ewert, Alan; Sibthorp, Jim – Journal of Experiential Education, 2000
Multivariate analytic techniques offer useful research methods that permit the experiential educator to test theoretical models, analyze the effects of several variables acting together, and predict the effects of one set of variables upon another set of variables. Several of these techniques are discussed, including analysis of variance, multiple…
Descriptors: Adventure Education, Analysis of Covariance, Analysis of Variance, Educational Research

Gutman, Leslie Morrison; Eccles, Jacquelynne S. – Child Development, 1999
Tested equivalence of theoretical model of parenting behaviors linking financial strain to adolescents' achievement for African American and European American families and single- and two-parent families. Found no significant differences in structural equation models between ethnic/racial groups or between family types. Negative parent-adolescent…
Descriptors: Academic Achievement, Adolescents, Black Youth, Family Financial Resources
Donenberg, Geri R.; Schwartz, Rebecca Moss; Emerson, Erin; Wilson, Helen W.; Bryant, Fred B.; Coleman, Gloria – AIDS Education and Prevention, 2005
This study examined the utility of cognitive and behavioral constructs (AIDS information, motivation, and behavioral skills) in explaining sexual risk taking among 172 12-20-year-old ethnically diverse urban youths in outpatient psychiatric care. Structural equation modeling revealed only moderate support for the model, explaining low to moderate…
Descriptors: Acquired Immunodeficiency Syndrome (AIDS), Structural Equation Models, Motivation, Psychopathology
Epstein, Jeffrey N.; Willoughby, Michael; Valencia, Elvia Y.; Tonev, Simon T.; Abikoff, Howard B.; Arnold, L. Eugene; Hinshaw, Stephen P. – Journal of Consulting and Clinical Psychology, 2005
Significant ethnic differences have been consistently documented on attention-deficit/hyperactivity disorder (ADHD) teacher rating scales. Whether these ethnic differences result from a teacher rating bias or reflect actual classroom behavior patterns is unknown. Ethnic differences between Caucasian and African American (AA) elementary…
Descriptors: Student Behavior, Behavior Patterns, Structural Equation Models, Hyperactivity