Advances in Methods for Assessing Longitudinal Change

Kevin Grimm, Gina L. Mazza, Michèle M M Mazzocco

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Educational research aims to understand how and why students change over time. With its emphasis on within-person change, latent change score models provide educational researchers with a more general and flexible framework for testing nuanced hypotheses regarding within-person change and between-person differences in within-person change. Models of change are specified and can include static (time-invariant) covariates, as well as dynamic (time-varying) covariates. Latent change score modeling further allows for the testing of more complex research questions about dynamic associations between 2 or more variables across time. We describe latent change score models for a single repeatedly measured variable and for multiple repeatedly measured variables, and we illustrate their use with longitudinal data on mathematics ability and visual motor integration. The results indicate that visual motor integration is a potential leading indicator of subsequent changes in mathematics ability.

Original languageEnglish (US)
Pages (from-to)342-353
Number of pages12
JournalEducational Psychologist
Volume51
Issue number3-4
DOIs
StatePublished - Oct 1 2016

Fingerprint

Mathematics
Educational Models
Research
Research Personnel
Students

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Advances in Methods for Assessing Longitudinal Change. / Grimm, Kevin; Mazza, Gina L.; Mazzocco, Michèle M M.

In: Educational Psychologist, Vol. 51, No. 3-4, 01.10.2016, p. 342-353.

Research output: Contribution to journalArticle

Grimm, Kevin ; Mazza, Gina L. ; Mazzocco, Michèle M M. / Advances in Methods for Assessing Longitudinal Change. In: Educational Psychologist. 2016 ; Vol. 51, No. 3-4. pp. 342-353.
@article{66768478ebfa4457afede8c70c6a8c30,
title = "Advances in Methods for Assessing Longitudinal Change",
abstract = "Educational research aims to understand how and why students change over time. With its emphasis on within-person change, latent change score models provide educational researchers with a more general and flexible framework for testing nuanced hypotheses regarding within-person change and between-person differences in within-person change. Models of change are specified and can include static (time-invariant) covariates, as well as dynamic (time-varying) covariates. Latent change score modeling further allows for the testing of more complex research questions about dynamic associations between 2 or more variables across time. We describe latent change score models for a single repeatedly measured variable and for multiple repeatedly measured variables, and we illustrate their use with longitudinal data on mathematics ability and visual motor integration. The results indicate that visual motor integration is a potential leading indicator of subsequent changes in mathematics ability.",
author = "Kevin Grimm and Mazza, {Gina L.} and Mazzocco, {Mich{\`e}le M M}",
year = "2016",
month = "10",
day = "1",
doi = "10.1080/00461520.2016.1208569",
language = "English (US)",
volume = "51",
pages = "342--353",
journal = "Educational Psychologist",
issn = "0046-1520",
publisher = "Routledge",
number = "3-4",

}

TY - JOUR

T1 - Advances in Methods for Assessing Longitudinal Change

AU - Grimm, Kevin

AU - Mazza, Gina L.

AU - Mazzocco, Michèle M M

PY - 2016/10/1

Y1 - 2016/10/1

N2 - Educational research aims to understand how and why students change over time. With its emphasis on within-person change, latent change score models provide educational researchers with a more general and flexible framework for testing nuanced hypotheses regarding within-person change and between-person differences in within-person change. Models of change are specified and can include static (time-invariant) covariates, as well as dynamic (time-varying) covariates. Latent change score modeling further allows for the testing of more complex research questions about dynamic associations between 2 or more variables across time. We describe latent change score models for a single repeatedly measured variable and for multiple repeatedly measured variables, and we illustrate their use with longitudinal data on mathematics ability and visual motor integration. The results indicate that visual motor integration is a potential leading indicator of subsequent changes in mathematics ability.

AB - Educational research aims to understand how and why students change over time. With its emphasis on within-person change, latent change score models provide educational researchers with a more general and flexible framework for testing nuanced hypotheses regarding within-person change and between-person differences in within-person change. Models of change are specified and can include static (time-invariant) covariates, as well as dynamic (time-varying) covariates. Latent change score modeling further allows for the testing of more complex research questions about dynamic associations between 2 or more variables across time. We describe latent change score models for a single repeatedly measured variable and for multiple repeatedly measured variables, and we illustrate their use with longitudinal data on mathematics ability and visual motor integration. The results indicate that visual motor integration is a potential leading indicator of subsequent changes in mathematics ability.

UR - http://www.scopus.com/inward/record.url?scp=84985034401&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84985034401&partnerID=8YFLogxK

U2 - 10.1080/00461520.2016.1208569

DO - 10.1080/00461520.2016.1208569

M3 - Article

VL - 51

SP - 342

EP - 353

JO - Educational Psychologist

JF - Educational Psychologist

SN - 0046-1520

IS - 3-4

ER -