Modeling Contextual Effects in Longitudinal Studies
| PUBLISHER | Routledge (03/21/2007) |
| PRODUCT TYPE | Hardcover (Hardcover) |
Description
This volume reviews the various approaches to modeling how individuals change across time and provides methodologies and data analytic strategies for behavioral and social science researchers. This accessible guide provides concrete examples of how contextual factors can be included in research studies. The opening chapter demonstrates the various ways contextual factors are represented-as covariates, predictors, outcomes, moderators, mediators, or mediated effects. Succeeding chapters review "best practice" techniques for treating missing data, making model comparisons, and scaling across developmental age ranges. Other chapters focus on specific techniques such as multilevel modeling, multiple-group and multilevel SEM, and how to incorporate tests of mediation. Critical measurement and theoretical issues are discussed, particularly how age can be represented and the ways in which context can be conceptualized. This book will appeal to researchers and advanced students conducting developmental, social, clinical, or educational research, as well as those in related areas such as psychology and linguistics.
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Product Format
Product Details
ISBN-13:
9780805850192
ISBN-10:
0805850198
Binding:
Hardback or Cased Book (Sewn)
Content Language:
English
More Product Details
Page Count:
480
Carton Quantity:
16
Product Dimensions:
6.46 x 1.39 x 9.14 inches
Weight:
1.92 pound(s)
Feature Codes:
Bibliography,
Index,
Table of Contents,
Illustrated
Country of Origin:
US
Subject Information
BISAC Categories
Medical | Research
Medical | Assessment, Testing & Measurement
Medical | Research & Methodology
Dewey Decimal:
150.72
Descriptions, Reviews, Etc.
publisher marketing
This volume reviews the various approaches to modeling how individuals change across time and provides methodologies and data analytic strategies for behavioral and social science researchers. This accessible guide provides concrete examples of how contextual factors can be included in research studies. The opening chapter demonstrates the various ways contextual factors are represented-as covariates, predictors, outcomes, moderators, mediators, or mediated effects. Succeeding chapters review "best practice" techniques for treating missing data, making model comparisons, and scaling across developmental age ranges. Other chapters focus on specific techniques such as multilevel modeling, multiple-group and multilevel SEM, and how to incorporate tests of mediation. Critical measurement and theoretical issues are discussed, particularly how age can be represented and the ways in which context can be conceptualized. This book will appeal to researchers and advanced students conducting developmental, social, clinical, or educational research, as well as those in related areas such as psychology and linguistics.
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Editor:
Little, Todd D.
Patricia H. Hawley is an assistant professor of Developmental and Social Psychology at the University of Kansas. She received her Ph.D. from the University of California - Riverside. Her research focuses on the evolutionary underpinnings of social development and group dynamics.
Todd D. Little is professor of psychology at the University of Kansas and director of its Quantitative Training program. He received his Ph.D. in Developmental Psychology from the University of California -Riverside. His research is on the development of self-regulation and on applied quantitative analysis.
Philip C. Rodkin is assistant professor of educational psychology at the University of Illinois at Urbana-Champaign. He received his Ph.D. in Social Psychology from Harvard University. His research focuses on the individual-society interface as it applies to children.
Todd D. Little is professor of psychology at the University of Kansas and director of its Quantitative Training program. He received his Ph.D. in Developmental Psychology from the University of California -Riverside. His research is on the development of self-regulation and on applied quantitative analysis.
Philip C. Rodkin is assistant professor of educational psychology at the University of Illinois at Urbana-Champaign. He received his Ph.D. in Social Psychology from Harvard University. His research focuses on the individual-society interface as it applies to children.
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