A Beginner's Guide to Structural Equation Modeling

By D. Finkelstein. Technometrics, 2005

5,966 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Management Science and Operations Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/63ce361ccb60b6e252587869269c1c0de8b840fb

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Citations in the corpus

Affectivity, Emotional Labor, Emotional Exhaustion, and Emotional Intelligence in Coaching (2016, methodology): “We specifically employed latent variable interaction model technique (Schumacker & Lomax, 2010).”
Linking Empowering Leadership and Employee Creativity: The Influence of Psychological Empowerment, Intrinsic Motivation, and Creative Process Engagement (2010, methodology): “Psychological empowerment was measured with Spreitzer’s (1995) 12-item scale as manifested in four dimensions of 3 items each: meaning, competence, self-determination, and impact ( ’s .”
Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments (2006, result): “Values of the CFI and NNFI greater than .90 and .95, respectively, are typically taken to reflect acceptable and excellent fits to the data (Schumacker & Lomax, 1996).”
When Leaders Fail to “Walk the Talk” (2015, neutral): “…three-factor model, ∆χ2(3) = 574.36, p .001, the second three-factor model, ∆χ2(3) = 210.63, p .001, the third three-factor model, ∆χ2(3) = 176.17, p .001, the four-factor model, ∆χ2(4) = 679.37, p < .001, and the single-factor model, ∆χ2(6) = 895.02, p < .001 (Schumacker & Lomax, 1996).”
Individual values and delinquency: on considering universals in the content and structure of values (2016, background): “Therefore, in SEMs – other than in regression- and path-models – measurement and structural level can be distinguished (Reinecke, 2014; Schumacker & Lomax, 2011).”
The Effect of Varying Degrees of Nonnormality in Structural Equation Modeling (2005, methodology): “NFI is used to compare a model with the corresponding null model, which assumes no relation among the measured variables in the model, as: EFFECT OF NONNORMALITY IN SEM 7 ˆ Bias 100 (1)i i i θ θ θ θ 2 2 null model 2 null NFI (2) χ χ χ (Schumacker & Lomax, 1996).”
Achievements and self-concepts in a comparison of math and science: exploring the internal/external frame of reference model across 28 countries (2008, methodology): “…values smaller than .100 typically indicate an acceptable fit; when there are large sample sizes and large numbers of measured variables and parameter estimates, it is more realistic to use less strict standards (Hair, Anderson, Tatham, & Black, 1998; Hair et al., 2006; Schumacker & Lomax, 1996).”
A competence‐based and multidimensional operationalization and measurement of employability (2006, background): “According to Schumacker and Lomax (1996), a χ2/df ratio between 1 and 5 is an indication that the hypothesized model fits the data, and RMSEA values below or equal to .08 are indicative of an acceptable fit (Cudeck & Browne, 1993).”
Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship (2012, methodology): “…(RNCS), the non-normed-fit index (NNFI), the incremental fit index (IFI), the comparative fit index (CFI), and the root mean square error of approximation (RMSEA) were used to examine the model fit (Hooper, Cougham, & Mullen, 2008; Kline, 2005; Schumacker & Lomax, 2010; Tabachnick & Fidell, 2007).”
Employee Empowerment and Job Satisfaction in the U.S. Federal Bureaucracy (2015, methodology): “And the RMSEA statistic (.12) is above the conventional cutoff for even an adequate model fit (Schumacker & Lomax, 2004).”
The Relationship Between School-Leisure Conflict and Educational and Mental Health Indexes: A Motivational Analysis. (2005, background): “However, it is suggested that values above .90 reflect an acceptable fit (Schumacker & Lomax, 1996).”
Issues in Evaluating Model Fit With Missing Data (2005, background): “Recognizing that a variety of indexes of fit are required to assess different elements of a model (Hu & Bentler, 1995; Schumacker & Lomax, 1996), we consider several common classes of fit indexes.”
The impact of abusive supervision and co-worker support on hospitality and tourism student employees’ turnover intentions in Ecuador (2018, result): “…the data better than the one-factor model (Δχ2[10] = 1832.55, p .01), the four-factor model (Δχ2[4] = 618.78, p .01), and the three-factor model (Δχ2[7] = 1002.49, p .01), which suggests that the hypothesized model fit the data better than the alternative models (Schumacker & Lomax, 1996).”
Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups (2012, methodology): “As the chi-square statistic is sensitive to sample size and can result in a high unwarranted rejection of an acceptable model for large samples (Schumacker & Lomax, 1996), we used a two-index strategy as recommended by Hu and Bentler (1999): root mean square error of approximation (RMSEA) and…”
The Community Attitudes Toward Sex Offenders Scale: The Development of a Psychometric Assessment Instrument (2008, methodology): “This alternative model exhibited adequate fit indices and had an acceptable fit according to guidelines determined by Schumacker and Lomax (2004).”
Using the job demands‐resources model to predict burnout and performance (2004, positive): “The model was tested with multigroup SEM analyses for employees with few versus many job resources (cf. Agui-nis, 2001; Schumacker & Lomax, 1996).”
Role conflict and academic procrastination : a self-determination perspective (2003, background): “The NNFI and CFI vary along a 0-to-1 continuum (although the NNFI could be greater than 1, this is rarely the case in practice), where values greater than 0.90 are typically taken to reflect an acceptable fit (Schumacker & Lomax, 1996).”
The Roles of Worker Expertise, Information Sharing Quality, and Psychological Safety in Manufacturing Process Innovation: An Intellectual Capital Perspective (2011, methodology): “To test this post hoc hypothesis, we included interaction terms in SEM by making cross-product terms between indicators of the latent variables and the incremental-ness variable (Kenny and Judd 1984, Schumacker and Lomax 2004).”
Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School. (2010, background): “For RMSEAs, values at or less than .08 and .05 are taken to reflect an acceptably close fit and an excellent fit, respectively (see Jöreskog & Sörbom, 1993; Marsh, Balla, & Hau, 1996; Schumacker & Lomax, 1996).”
Individual differences in attitudes towards gossip (2005, methodology): “Superiority between similar models was determined by statistically significant and substantial reductions in chi-square, higher GFIs, CFIs, and NNIs, and lower RMSEAs (Hu & Bentler, 1999; Schumaker & Lomax, 1996).”