The consequences of ignoring assessment date heterogeneity within waves for latent growth models

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dc.contributor.advisorBeretvas, Susan Natashaen
dc.contributor.committeeMemberWhittaker, Tiffany Aen
dc.creatorGonzalez, Daniel Peche Jr.en
dc.date.accessioned2015-11-16T20:04:56Zen
dc.date.accessioned2018-01-22T22:29:10Z
dc.date.available2015-11-16T20:04:56Zen
dc.date.available2018-01-22T22:29:10Z
dc.date.issued2015-08en
dc.date.submittedAugust 2015en
dc.date.updated2015-11-16T20:04:56Zen
dc.descriptiontexten
dc.description.abstractIn traditional latent growth modeling, researchers assume that assessment dates within waves from longitudinal studies are homogeneous, although they are nearly always heterogeneous. In this study, we present a pedagogical illustration of assessing the consequences of ignoring time-point variability within a wave using the Math Item Response Theory scores from the Early Childhood Longitudinal Study for Kindergarten (ECLS -- K). By comparing latent growth change and prediction models for time invariant and time varying latent growth models, we found some changes in parameter estimates, particularly in the variance and residual variance in the linear effect. We found slight differences on the mean of the linear and quadratic effect, as well as the direct effect of our predictor on the linear and quadratic effect. However, further substantive claims about parameter estimates changes are limited due to missing data and a possible model misspecification.en
dc.description.departmentStatisticsen
dc.format.mimetypeapplication/pdfen
dc.identifierdoi:10.15781/T2GD1Xen
dc.identifier.urihttp://hdl.handle.net/2152/32507en
dc.language.isoenen
dc.subjectLatent growth modelsen
dc.subjectAssessment datesen
dc.subjectECLS-Ken
dc.titleThe consequences of ignoring assessment date heterogeneity within waves for latent growth modelsen
dc.typeThesisen

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