2. Reporting Guideline
Lomax, R. G. (2010). Structural equation
modeling: Multiple covariance and mean
structures. G. R. Hancock, & R. O. Mueller (Eds.),
The Reviewer’s Guide to Quantitative Methods in
the Social Sciences. New York: Routledge, pp.
385-396.
2
12. 1.理論モデルの正当性について:事例
• 理論的モデルにおけるグループ差についての仮説
In this study, we investigate whether the findings with school-age
children extend to adolescent students. Because teachers see
adolescents on an almost daily basis and have a professional
responsibility to their students, teachers can have a significant impact
on the number of adults adolescents identify as caring role models.
We expected that those students who reported that they had adults
who cared about them felt more safe and secure at school than
students who were bereft of caring adults.
12
Shumow, L., & Lomax, R. G. (2001). Predicting perceptions of school safety. The School
Community Journal, 11, 93-112.
16. 3.サンプリングの問題:事例
• サンプリングの手続きについて
Recruitment. Analyses were conducted on baseline data from
a randomized trial of Parents Who Care, a universal substance
abuse prevention program. Families with eighth-grade students
were recruited from Seattle school.
• 実際のデータ収集について
Data collection. Data were collected in the families’ homes.
Parents and adolescents completed separate audio-computer-
administered surveys. Prior to each family interaction task, a
trained research assistant set up the video equipment, provided
oral and written standardized instructions to each family, then left
the room while the family completed the task.
16
Skinner, M. L., MacKenzie, E. P., Haggerty, K. P., Hill, K. G., & Roberson, K. C. (2011). Observed
parenting behavior with teens: Measurement invariance and predictive validity across race.
Cultural Diversity and Ethnic Minority Psychology, 17, 252-260.
17. 3.サンプリングの問題:事例
17
• 集団の定義について
Demographic variables. Race was measured as African
American (race = 1) or European American (race = 0). Assignment
was based on school records of parent report of the student’s race
when enrolled in school. The study included students from only
these two racial/ethnic groups and recruitment and blocking were
based on this variable.
Skinner, M. L., MacKenzie, E. P., Haggerty, K. P., Hill, K. G., & Roberson, K. C. (2011). Observed
parenting behavior with teens: Measurement invariance and predictive validity across race.
Cultural Diversity and Ethnic Minority Psychology, 17, 252-260.
20. 5.ソフトウェアと推定方法:事例
• 推定方法の妥当性について
Structural equation modeling (LISREL 8, Joreskog & Sorbom,
1993) was used to assess the relations among the variables used in
the theoretical model depicted in Figure 1. The theoretical model was
evaluated separately for the overall sample, and for the African
American, Hispanic and White samples. Results are shown in Table
2. As the data were reasonably normally distributed (e.g., no
variables had skewness or kurtosis values exceeding |1.5|),
maximum-likelihood was selected as the method of estimation.
20
Shumow, L., & Lomax, R. G. (2001). Predicting perceptions of school safety. The School
Community Journal, 11, 93-112.
21. 5.ソフトウェアと推定方法:事例
• 多変量正規性の確認,対処,使用したソフトウエア
Analysis. Prior to conducting the confirmatory factory analysis
(CFA), items with extremely non-normal distribution (i.e., skew
|3.0| or kurtosis 10.00) (Kline, 1998) in either racial sample were
eliminated. In one case (Caregiver nagged the teen) the variable was
collapsed into only two levels: (1) not at all, and (2) sometimes or
more. All analyses were conducted in Mplus v. 3.11.
21
Skinner, M. L., MacKenzie, E. P., Haggerty, K. P., Hill, K. G., & Roberson, K. C. (2011). Observed
parenting behavior with teens: Measurement invariance and predictive validity across race.
Cultural Diversity and Ethnic Minority Psychology, 17, 252-260.
22. 5.ソフトウェアと推定方法:事例
22
• それぞれのサンプルについて分布について
Skinner, M. L., MacKenzie, E. P., Haggerty, K. P., Hill, K. G., & Roberson, K. C. (2011). Observed
parenting behavior with teens: Measurement invariance and predictive validity across race.
Cultural Diversity and Ethnic Minority Psychology, 17, 252-260.
31. 10.モデル比較:事例
• モデル比較の手順説明
We used multiple-group CFA (MGCFA) to assess measurement
equivalence across African American and European American families.
Specifically, we compared the fit between models where loadings in the two
samples were constrained to be equal to models where they were allowed to
differ (unconstrained) using the likelihood ratio test (a 2 difference test) and
by examining the change in the comparative fit index (CFI). Chi-square
difference tests yielding nonsignificant p values (p .05) were interpreted as
support of measurement invariance (Bontempo, Hofer, & Lawrence, 2006).
Since 2 is more likely to yield erroneous support or invariance in small
samples, differences in the CFI, which is not influenced by sample size, were
also used. Differences less than or equal to .01 were interpreted as evidence
of invariance (Cheung & Rensvold, 2002).
31
Skinner, M. L., MacKenzie, E. P., Haggerty, K. P., Hill, K. G., & Roberson, K. C. (2011). Observed
parenting behavior with teens: Measurement invariance and predictive validity across race.
Cultural Diversity and Ethnic Minority Psychology, 17, 252-260.
32. 10.モデル比較:事例
• 結果の提示方法
Noninvariance was indicated for prosocial rewards and problem solving
(see Table 3). In the case of prosocial rewards, the loading for ‘Failed to
respond to prosocial behavior or attitude’ was negative and significant
in both groups, but stronger for African American families.
32
Skinner, M. L., MacKenzie, E. P., Haggerty, K. P., Hill, K. G., & Roberson, K. C. (2011). Observed
parenting behavior with teens: Measurement invariance and predictive validity across race.
Cultural Diversity and Ethnic Minority Psychology, 17, 252-260.