Testing for measurement invariance and latent mean differences across methods: interesting incremental information from multitrait-multimethod studies
Testing for measurement invariance and latent mean differences across methods: interesting incremental information from multitrait-multimethod studies
复制标题
跨方法的测量不变性和潜在均值差异测试：来自多特征多方法研究的有趣增量信息
作者：
C. Geiser;G. Burns;M. Servera
验证性因素分析 (CFA) 模型经常用于检查所谓的多特征多方法 (MTMM) 调查中多个评分者或方法获得的分数的收敛有效性。我们表明，通过在 MTMM 模型中包含跨方法的 MI 的平均结构和测试，可以获得有关方法效果的有趣的增量信息。我们提出了一个用于在 CFA-MTMM 分析的第一步中测试 MI 的建模框架。我们还讨论了 MI 在四个更复杂的 CFA-MTMM 模型与方法因素的背景下的相关性。我们重点关注三个最近开发的用于结构不同方法的多指标 CFA-MTMM 模型 [相关特征相关（方法 – 1）、潜在差异和潜在均值模型；盖瑟等人，2014a；波尔和斯泰尔，2010； Pohl 等人，2008] 和一种可互换方法的模型（Eid 等人，2008）。我们证明，其中一些模型根据定义需要或暗示 MI，以便正确解释特征或方法因素，而其他模型则不需要，并解释为什么每个模型可能需要或不需要 MI。我们表明，在可互换方法的模型中，MI 测试对于确定方法是否真正可以被视为可互换至关重要。我们以母亲、父亲和教师评分为方法，阐述了注意力缺陷和多动障碍 (ADHD) MTMM 研究的实证应用中的理论问题。
Models of confirmatory factor analysis (CFA) are frequently applied to examine the convergent validity of scores obtained from multiple raters or methods in so-called multitrait-multimethod (MTMM) investigations. We show that interesting incremental information about method effects can be gained from including mean structures and tests of MI across methods in MTMM models. We present a modeling framework for testing MI in the first step of a CFA-MTMM analysis. We also discuss the relevance of MI in the context of four more complex CFA-MTMM models with method factors. We focus on three recently developed multiple-indicator CFA-MTMM models for structurally different methods [the correlated traits-correlated (methods – 1), latent difference, and latent means models; Geiser et al., 2014a; Pohl and Steyer, 2010; Pohl et al., 2008] and one model for interchangeable methods (Eid et al., 2008). We demonstrate that some of these models require or imply MI by definition for a proper interpretation of trait or method factors, whereas others do not, and explain why MI may or may not be required in each model. We show that in the model for interchangeable methods, testing for MI is critical for determining whether methods can truly be seen as interchangeable. We illustrate the theoretical issues in an empirical application to an MTMM study of attention deficit and hyperactivity disorder (ADHD) with mother, father, and teacher ratings as methods.
儿童焦虑和抑郁症状之间的关系：多特征-多方法-多组评估。
影响因子：
5.9
作者：
Cole,DA;Truglio,R;Peeke,L
通讯作者：
Peeke,L
影响因子：
3.6
作者：
Grigorenko EL;Geiser C;Slobodskaya HR;Francis DJ
通讯作者：
Francis DJ