Alternative Structural Models for Multivariate Longitudinal Data Analysis

By Emilio Ferrer, J. Mcardle. 2003

254 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3551e7b2355ebd107e6f48c5efd52099fd759e62

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In Experimental and Cognitive Psychology

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Citations in the corpus

Advancing the Psychology of Entrepreneurship: A Review of the Psychological Literature and an Introduction (2016, background): “…within-individual processes, a minimum of three measurement moments is required to model individual growth curves (Liu, Mo, Song, & Wang, 2016), but alternatively, researchers could employ difference score analyses when only two measurement moments are available (Ferrer & McArdle, 2003).”
Mediation Analysis in a Latent Growth Curve Modeling Framework (2011, unknown): “…described in the literature, including longitudinal autoregressive models (Cole & Maxwell, 2003; MacKinnon, 2008), latent difference score models (Ferrer & McArdle, 2003; MacKinnon, 2008; McArdle & Hamagami, 2001), and growth curve models (Cheong, MacKinnon, & Khoo, 2001, 2003; Kenny,…”
Employee intrapreneurship and work engagement: A latent change score approach (2017, methodology): “…analysis methods, such as latent growth curve models (Meredith & Tisak, 1990) and cross-lagged regression models (Selig & Little, 2012), because it considers both dynamic differences between individuals and intra-individual changes within a two-wave time series (Ferrer & McArdle, 2003).”
Self-Esteem Development Across the Lifespan (2005, methodology): “Sophisticated statistical models should be used to better understand dynamic, reciprocal causal influences (e.g., is self-esteem a cause or consequence of important life experiences) (e.g., Ferrer & McArdle, 2003).”
The Mediating Effects of Mindfulness and Self-Compassion on Trait Anxiety (2014, result): “In reference to the data presented here, it should be noted that the mediator and outcome variables in the current study represent status scores (KIMS, SCS, STAI-T) rather than change scores for the mediation analyses (Ferrer and McArdle 2003).”
Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis (2017, background): “…examine the predictive effects of a variable at a single measurement point on that same and other variables at a subsequent measurement point (Ferrer & McArdle, 2003; Little, 2013) and is therefore limited in capturing individual differences in change (i.e., learning) over time (Ferrer &…”
Community and religious involvement as contexts of identity change across late adolescence and emerging adulthood (2011, methodology): “Next, a latent-basis slope model was estimated where the first slope coefficient was set to 0 and the last to 1, while the middle two (for Waves 2 and 3) were freely estimated from the data, allowing for potential non-linear growth (for discussion of latent-basis models, see Ferrer & McArdle, 2003).”
Covariance pattern mixture models for the analysis of multivariate heterogeneous longitudinal data (2014, unknown): “See, as examples, [10, 30, 11, 31], among the others.”
Female and male antisocial trajectories: From childhood origins to adult outcomes (2008, methodology): “…a powerful tool for modeling strong developmental patterns over time, solutions need to be evaluated with respect to measurement quality, across both age and gender, and against how well the empirical model corresponds with one’s theory of development (Ferrer & McArdle, 2003; Sampson & Laub, 2005).”
The value of job crafting for work engagement, task performance, and career satisfaction: longitudinal and quasi-experimental evidence (2019, methodology): “LCS is superior to latent growth curve models (Meredith & Tisak, 1990) and cross-lagged regression models (Selig & Little, 2012), because it considers both dynamic differences between individuals and intra-individual changes within a two-wave time series (Ferrer & McArdle, 2003).”
Multivariate longitudinal methods for studying developmental relationships between depression and academic achievement (2007, background): “For example, Ferrer and McArdle (2003) fit a bivariate latent growth model and a bivariate latent difference score model to examine how motivation and perceived competence were linked through high school; Welte, Barnes, Hoffman, Wierczorek, and Zhang (2001) fit a TVC model to determine how…”
Mediation analysis. (2019, methodology): “The latent difference score (LDS) model can also be applied to three or more waves using a latent framework (Ferrer & McArdle 2003, McArdle 2001, McArdle & Nesselroade 2003).”