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Description

Structural Equation Modeling: Foundations and Applications to Developmental Research

This advanced training course is based on a presentation given by Dr. Todd Little at the Society for Research on Adolescence, Biennial Meeting, March 2006. The course focuses on understanding the concepts behind structural equation modeling for developmental data. Topics include defining a construct, using SEM with mean-level information, testing for invariance across time and groups, and comparing differences in latent construct across time and across groups. (For a ‘hands-on’ approach to Longitudinal SEM, including LISREL and M Plus analysis, consider attending Dr. Little’s advanced course at www.ContinuingEd.KU.edu/programs/StatsCamps).

Presenter: Todd Little, Ph.D.

Online Course - 4 CE credits - $100.00


Learning Objectives:

By the end of this course, you should be able to:

  • Describe different methods of conceptualizing time and growth

  • Describe how to achieve equivalence across measures

  • Describe the process of selecting indicators

  • List 4 goals of longitudinal CFA

  • Explain the difference among configural, weak factorial, strong factorial, and strict factorial invariance

  • Describe one method of scaling a latent construct

Presenter:

Dr. Little is Director of the Research Design and Analysis Unit at the University of Kansas. His research focuses on studying developmental change in how action-control processes influence school adjustment and achievement, peer relationships, reasons for aggression, and ability to cope with stress. Dr. Little provides graduate-level training in multivariate statistical techniques including structural equation modeling (e.g., LISREL) and growth curve modeling, and explores the use of SEM techniques as a general data analytic approach to studying individual, developmental, and sociocontextual differences


Audience:

This advanced course is recommended for researchers who have knowledge of multivariate statistics and structural equation modeling, and seek to gain a better understanding of how SEM applies to developmental research. (See Recommended Reading).


Recommended Reading:

  • Farrell, A.D. (1994). Structural equation modeling with longitudinal data: Strategies for examining group differences and reciprocal relationships. Journal of Consulting and Clinical Psychology, 62(3), 477-487.

  • Hoyle, R.H. & Smith, G.T. (1994). Formulating clinical research hypotheses as structural equation models: A conceptual overview. Journal of Consulting and Clinical Psychology, 62(3), 429-440.

  • MacCallum, R.C., & Austin, J.T. (2000) Applications of structural equation modeling in psychological research. Annual Review of Psychology 51, 201-226.

Advanced Reading:

  • Boomsma, A. (2000). Reporting analyses of covariance structures. Structural Equation Modeling, 7(3), 461-483.

  • Byrne, B.M., & Crombie, G. (2003). Modeling and testing change: An introduction to the latent growth curve model. Understanding Statistics, 2(3), 177-203.

  • Little, T.D., Lindenberger, U., & Nesselroade, J. R. (1999). On selecting indicators for multivariate measurement and modeling with latent variables: When "good" indicators are bad and "bad" indicators are good. Psychological Methods, 4(2), 192-211.

  • McDonald, R.P., & Ho, M.R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82.

  • Quintana, S.M., & Maxwell, S.E. (1999). Implications of recent developments in structural equation modeling for counseling psychology. The Counseling Psychologist, 27(4), 485-527.

Final Test Instructions:

  • You must view all of the sections of this course before you can take the Final Test.

  • You will need to answer 70 percent of the final test questions to pass this course.

  • You can take the Final Test two times before your course progress will be reset and you will need to revisit each of the sections of the course again.

  • Once you pass the course you will be able to view and print your certificate of credit.

Schedule:

Self paced online training course


Special Assistance:

If you require special assistance, please contact Erin Dale, Continuing Education Director, to inform her of your special needs by calling (919) 677-0101 ext. 23 or emailing dale@3cisd.com.


Credit Hours:

4 CE credits will be given for successful completion of this course.


Cost:

$100.00


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3-C Institute for Social Development is approved by the American Psychological Association to sponsor continuing education for psychologists. 3-C Institute for Social Development maintains responsibility for this program and its content.