Search

The social relations model is a statistical tool that allows the analysis of group dynamics as dyadic interactions between individuals. Within a multiple group structural equation modeling framework, Wald-tests and likelihood ratio tests based on (1) equality constraints among model parameters and (2) Lagrange multipliers for restrictions among non-linear parameter transformations are presented as methods for group-comparisons of various quantifications of group dynamics that hold different interpretations. The methods are illustrated with an empirical example. A simulation study investigates the performance of the methods with regard to Type I error-rate recoverability and statistical power and displays overall promising results. Implications and limitations are discussed. published

The present contribution provides a tutorial for the estimation of the social relations model (SRM) by means of structural equation modeling (SEM). In the overarching SEM-framework, the SRM without roles (with interchangeable dyads) is derived as a more restrictive form of the SRM with roles (with noninterchangeable dyads). Starting with the simplest type of the SRM for one latent construct assessed by one manifest round-robin indicator, we show how the model can be extended to multiple constructs each measured by multiple indicators. We illustrate a multiple constructs multiple indicators SEM SRM both with and without roles with simulated data and explain the parameter interpretations. We present how testing the substantial model assumptions can be disentangled from testing the interchangeability of dyads. Additionally, we point out modeling strategies that adhere to cases in which only some members of a group can be differentiated with regards to their roles (i.e., only some group members are noninterchangeable). In the online supplemental materials, we provide concrete examples of specific modeling problems and their implementation into statistical software (Mplus, lavaan, and OpenMx). Advantages, caveats, possible extensions, and limitations in comparison with alternative modeling options are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Changes in the quality of emotional experience are among the various significant developmental challenges that characterize early adolescence. Although retrospective and momentary emotional self-reports are known to differ, adolescents' emotional experiences are mainly assessed retrospectively without knowing if the recall is biased in a positive or negative way. The present study extends research on recall bias by investigating possible changes in retrospection effects of students' affective experiences during early adolescence. To this end, we compared retrospectively assessed affect with in situ reported affect. At the age of about 12 years (T1) and 3 years later (T2), 120 students repeatedly reported their momentary positive and negative affect during one school week and once in retrospective at the end of the school week. Furthermore, we examined whether students' emotional attitudes toward school have an effect on retrospection effects of students' affect and on change in retrospection effects from T1 to T2. To test our hypotheses, we applied multilevel first-order and second-order latent difference models. Results indicate a positive recall bias (i.e., rosy view) of students' reports of their positive and negative affect in the classroom at T1 and a negative shift in recall bias by T2. Furthermore, findings supported that a rosy view is less likely to occur, if a student is less emotionally involved in school. In turn, positive emotional attitudes toward school appear to serve as a buffer for the tendency toward a negative recall bias (i.e., blue view) at the end of early adolescence. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Divergent thinking (DT) ability (i.e., the ability to come up with creative ideas) is a complex cognitive construct that has been associated with several specific components of the Cattel-Horn-Carroll (CHC) model. In this study, we employed a nested latent variable approach to examine the specific role of mental speed (Gs) and general retrieval ability (Gr) in DT ability, which was assessed by DT tasks that instructed to be creative and were scored for creative quality. Specifically, Gs was assumed to facilitate both Gr and DT, and Gr was assumed to contribute to DT. Successive latent variable models with orthogonal factors were tested to reflect these nested cognitive basic abilities. The proposed model of nested factors fit the data well: Latent Gs accounted for variation in Gs, Gr, and DT creative quality scores, latent Gr predicted performance in Gr and DT scores beyond Gs, and latent DT explained variation in DT scores beyond Gs and Gr. In addition, we related the resulting orthogonal latent variables to the external criteria of school grades to illustrate the explanatory power of the modeling approach. This study provides evidence that divergent thinking performance relies on mental speed and retrieval ability, as well as cognitive abilities unique to divergent thinking. We discuss consequences for the understanding of divergent thinking ability in the context of the CHC model.

Turner syndrome (TS) affects approximately one out of 2500 females. Previous research indicates that women with TS experience impairment in several psychosocial domains as well as in quality of life (QoL). Data, however, mainly focus on girls, whereas data on adult women is extremely scarce, inconsistent and mainly low in sample size. Separate analysis of adult women, however, is important since women face other challenges of TS than girls.We compared 301 women with TS aged 16-73 years (from 14 centres in six European countries) to healthy controls with regard to depression, anxiety, self-esteem, attention deficit/hyperactivity disorder (ADHD), autism, romantic relationships, social participation, amount of working hours and satisfaction with income as well as with regard to psychological, physical, environmental, social and global QoL. The influence of psychosocial well-being on the different QoL-domains was examined via multiple regression models.Women with TS showed impairments in all psychosocial variables (anxiety, depression, ADHD, autism, self-esteem, social participation all p 0.001) except for the amount of working hours (p = 0.062) and satisfaction with income (p = 0.369). They also showed lower social (p 0.001), psychological (p 0.001) and physical QoL (p 0.001) compared to controls. Depression, satisfaction with income and self-esteem could be shown to be the best predictors for QoL.In conclusion, quality of life in TS is impaired, in particular it seems to be negatively affected by depression and low self-esteem whereas satisfaction with income has a positive influence. These results implicate that medical staff needs to pay attention on possible psychosocial impairments when treating women with TS. Strengthening self-esteem and counteracting depression potentially raises their QoL.

When a cognitive ability is assessed repeatedly, test scores and ability estimates are often observed to increase across test sessions. This phenomenon is known as the retest (or practice) effect. One explanation for retest effects is that situational test anxiety interferes with a testee&rsquo, s performance during earlier test sessions, thereby creating systematic measurement bias on the test items (interference hypothesis). Yet, the influence of anxiety diminishes with test repetitions. This explanation is controversial, since the presence of measurement bias during earlier measurement occasions cannot always be confirmed. It is argued that people from the lower end of the ability spectrum become aware of their deficits in test situations and therefore report higher anxiety (deficit hypothesis). In 2014, a structural equation model was proposed that specifically allows the comparison of these two hypotheses with regard to explanatory power for the negative anxiety&ndash, ability correlation found in cross-sectional assessments. We extended this model for usage in longitudinal studies to investigate the impact of test anxiety on test performance and on retest effects. A latent neighbor-change growth curve was implemented into the model that enables an estimation of retest effects between all pairs of successive test sessions. Systematic restrictions on model parameters allow testing the hypothetical reduction in anxiety interference over the test sessions, which can be compared to retest effect sizes. In an empirical study with seven measurement occasions, we found that a substantial reduction in interference upon the second test session was associated with the largest retest effect in a figural matrices test, which served as a proxy measure for general intelligence. However, smaller retest effects occurred up to the fourth test administration, whereas evidence for anxiety-induced measurement bias was only produced for the first two test sessions. Anxiety and ability were not negatively correlated at any time when the interference effects were controlled for. Implications, limitations, and suggestions for future research are discussed.

Technology acceptance represents a challenge for the successful implementation of emerging energy technologies. Building on previous literature, we developed and assessed a socio-psychological factor model, which we apply to three different energy technologies that are relevant to the German energy transition. Our model analyses factors such as trust in industry, trust in municipalities, perceived problems of the current energy system and environmental self-identity with regard to acceptance both in general (general acceptance) and in the context of a scenario featuring a nearby implementation (local acceptance). These factors are mediated by affect and perceived effects, including perceived benefits, costs and risks. We tested the applicability of our model across three different energy technologies: hydrogen fuel stations, biofuel production plants and stationary battery storage facilities. Our study confirms previous findings, which stress the relevance of psychological and social factors. It also extends the literature, testing a universal model across different technologies and examining acceptance on both the local and the general level. We explored the implications of our findings for the selected technologies and managerial practice.