Growth Curve Modeling Analyses Research Articles

Am I a leader? Examining leader identity development over time

The extent to which someone thinks of him- or herself as a leader (i.e., leader identity) is subject to change in a dynamic manner because of experience and structured intervention, but is rarely studied as such. In this study, we map the trajectories of leader identity development over a course of a seven-week leader development program. Drawing upon identity theory (Kegan, 1983) and self-perception theory (Bem, 1972), we propose that changes in self-perceived leadership skills are associated with changes in leader identity. Using latent growth curve modeling and latent change score analyses as our primary analytical approaches, we analyzed longitudinal data across seven measurement points (N=98). We find leader identity to develop in a J-shaped pattern. As hypothesized, we find that these changes in leader identity are associated with, and potentially shaped by, changes in leadership skills across time.

Academic Success of “Tiger Cubs”

Studies in the United States have shown that self-control can predict academic performance beyond intelligence quotient (IQ), which also explains why girls (vs. boys) tend to have higher grades. However, empirical evidence is scarce; moreover, little is known about whether these effects generalize to other cultures. To address these limitations, we conducted a 2-year longitudinal study in Asia and examined the effects of self-control, IQ, and gender on students’ academic achievement over time. Specifically, we first measured 195 Taiwanese seventh grades’ self-control and IQ, and then traced their overall grades over four school semesters. Latent growth curve model analyses suggest that IQ predicted students’ initial academic performance more strongly than self-control; however, self-control—but not IQ—predicted students’ academic growth across the four time points and explained girls’ higher grades. Overall, the findings support the argument that self-control has unique long-term benefits academically and provide initial evidence outside of the North American context.

Trajectories of health-related quality of life during the natural history of dementia: a six-wave longitudinal study.

The objective of this study was to explore profiles of quality of life (QoL) trajectories during the natural history of dementia and individual variations contributing to QoL trajectories. We conducted a longitudinal community-based study of 520 elderly people with mild cognitive impairment and 100 healthy people aged 60 years or over. We conducted six waves of assessment between October 2010 and May 2013 in Taiyuan, mainland China. Cognitively normal, mild cognitive impairment, global impairment, and Alzheimer's disease (AD) were defined as state 1, 2, 3, and 4, respectively. We assessed health-related QoL (HRQoL) via the Quality of Life-Alzheimer's Disease (QoL-AD) Chinese version. We used the latent growth curve model (LGCM) to investigate change in HRQoL over time. Latent growth curve model analysis revealed a mean initial QoL level of 29.865 with substantial variation and a significant mean slope for the whole sample. Multigroup LGCM showed substantial variations across individuals in initial QoL levels for each cognitive state transition group. For the slope factor, we found significant changes and variations for the transition from state 2 to 3 and from state 3 to 4. We estimated mean QoL levels over six assessments based on intercept, slope, and factor loadings for the whole sample and the three cognitive state transition groups. A decline in subjective QoL is not inevitable during the natural history of dementia in community settings, and there is a degree of individual variation in QoL. Future studies should investigate the factors associated with individual variations in QoL trajectories in AD.

Analyzing Exercise Behaviors during the College Years: Results from Latent Growth Curve Analysis.

The objective of this study is to analyze changes in the predictors of physical activity behavior among college students. The Theory of Planned Behavior served as its theoretical framework. Methods: Among an initial sample of 417 college students, 195 participants completed a validated questionnaire measuring attitudes, subjective norms, perceived control, intentions and self-reported physical activity, at the beginning and end of each of 3 college semesters. Latent growth curve modeling analyses were conducted to examine the relationships between the trajectories of changes in PA, intentions, attitudes, subjective norms, and perceived control. Results: Good fit indices supported the validity of the proposed longitudinal model (CFI > .97, RMSEA < .05). Changes in perceived control (γ = 0.57) were significantly linked with changes in intentions (p < .05). Perceived control (γ = 0.28) and intention growth (γ = 0.36) predicted behavior changes (p < .05). No gender differences were observed on attitudes, subjective norms and perceived control (p > .10). However, girls tend to have higher growth parameters on intentions and physical activity (p < .05). In summary, intentions and physical activity has significantly increased over 3 college semesters (growth parameters significant at p < .05). Conclusions: This study demonstrated that attitudes and perceived control are key determinants regarding the intentions of being active. On a longer term perspective, future physical activity interventions should focus on the enhancement of students’ perceived control. Such educational context should help in promoting the adoption of an active lifestyle during college.

Investigating the Joint Development of Approach Bias and Adolescent Alcohol Use.

We investigated the joint development between implicit approach bias and early adolescent alcohol use, and examined whether the link between approach bias and alcohol use was moderated by working memory (WM). The current study used data from a 2-year, 4-wave online sample of 378 Dutch early adolescents (mean age 14.9 years, 64.8% female). First, using latent growth curve modeling, we examined trajectories of approach bias and alcohol use over time. Second, we examined relations between baseline approach bias and WM and the development of alcohol use. Third, we examined the joint development of approach bias and alcohol use. Fourth, we examined whether the nature of this joint development varied for different levels of WM. Unconditional growth curve model analyses indicated that the functional forms of alcohol use and cognitive bias were best captured by quadratic and linear trajectories, respectively. We found that cognitive bias decreased over time. We found no significant relations between baseline predictors and observed increases in alcohol use. We found relations between the intercepts, but not to growth factors, in the joint development of alcohol use and approach bias. WM was not found to moderate relations between growth in approach bias and alcohol use in this sample. While we observed evidence of association between approach bias and alcohol use at baseline, there was no evidence of relations between development trajectories of the two. These findings replicate prior research demonstrating a role of implicit approach bias in predicting early adolescent alcohol use but do not demonstrate, in a light drinking early adolescent sample, the importance of interrelations between changes in approach bias and alcohol use over time, or a moderating role of WM. It is important to consider the potential consequences of repeated online approach bias assessment (e.g., changes in stimulus valence) when interpreting these results.

Growth curve modeling analysis of social and academic coping during elementary school

Coping with academic and social stressors in school increases as children near the transition to middle school. Growth curve modeling analyses were used to investigate the relations of the developmental trajectories in social and academic coping in 3rd through 6th grade Israeli students (N=670). The findings point to general trends in decreasing rates of growth for positive-outlook coping (focusing on ways to address the stressor) and increasing rates of growth for projective coping (blaming others for the stressor). Similar but uncorrelated trajectories in social and academic projective coping, and independent trajectories of social and academic positive coping implied domain specificity. A growth decrease in academic positive coping and increase in academic projective coping occurred concurrently with a decrease in perceived classroom mastery goal structure, pointing to the possible role of the classroom context. Growth mixture modeling indicated that most (93%) students manifested these trends.

Dysregulation of type II interferon associated mediators precedes autoantibody accumulation and type I interferon elevation and predicts transition to systemic lupus erythematosus classification (BA3P.109)

Abstract Autoantibodies and interferon (IFN) are associated with clinical illness in systemic lupus erythematosus (SLE), but how these factors influence autoimmune disease development is unknown. This study evaluates the timing and changes in SLE-linked autoantibody specificities, serum IFN-α activity, and IFN-associated soluble mediator levels in the years preceding SLE classification. Serial sera from 55 SLE cases spanning pre- and post-SLE classification (average time = 4.3 years) and matched healthy controls (HC) were obtained from the Department of Defense Serum Repository. Cases with positive serum IFN-α activity had more SLE-linked autoantibody specificities (p&amp;lt;0.05). Growth curve modeling and path analysis corroborated that most autoantibody specificities precede IFN-α activity, and IFN-γ and IP-10 were elevated prior to or concurrent with autoantibody positivity (p&amp;lt;0.01). The number of autoantibody specificities and IFN-associated soluble mediators, as well as female gender, predicted increases in IFN-α activity (p&amp;lt;0.04; ANCOVA). IFN-γ and MCP-3 levels, as well as the presence of anti-chromatin and spliceosomal autoantibodies, best predicted transition to SLE with 93% accuracy &amp;gt;4 years before SLE classification (Random Forest). These data indicate that pre-clinical immune system perturbations allow for the accumulation of autoantibodies and subsequent elevation in IFN-α activity immediately preceding clinical symptoms and SLE classification.

Night waking during the first three years of life: links to health and illness

Background:One of themost common parental concerns reported to pediatric practice is difficulties in the initiation and maintenance of sleep among infants. At 6 months, frequent nighttime awakening after the onset of sleep is associated with poorer health in infants (Weinraub et al., 2012). At 12 months, infants with mild eczema had more frequent night waking and infants with severe eczema had shortened sleep time when compared to normal infants (Anuntaseree et al., 2012). This study was further to examine the relationship between infants’ night waking and their health and illness from 6 to 36 months. Purpose: Using an archived longitudinal dataset, this study investigated developmental changes in infants’ nighttime sleep awakenings and their associations with health and illness in the first 3 years of life. Methods:A total of 1364 healthy infants and their parents were originally recruited from 10 hospitals across the US to participate in a longitudinal study investigating early care and development known as NICHD SECCYD. As part of this larger study, sleep and health data were collected when the children were 6, 15, 24, and 36 months old. At each age, mothers were asked to report the number of nights and the times per night of their child’s night waking in the past week. Infants were identified with sleep problemswhenwaking at night and eliciting the parent’s attention at least 3 times a week (Zuckerman, 1987). Mothers also reported on their child’s overall health (1 = poor health to 4 = excellent health) and the occurrences of respiratory illnesses, ear infections, and/or intestinal illnesses in the past 3 months. The occurrences of illnesses were summed to create an index of child illness (score range = 0–3). Results: The prevalence rates of night waking (70.4%, 66.9%, 64.4%, and 62.1%) and infants with sleep problems (17.2%, 13.4%, 11.8%, and 9.5%) decreasedwith age. Latent growth curve modeling analysis was applied to examine the change patterns in weekly and nightly frequency of infant night waking over time and their associations with infants’ health and illness over time. With age, a decreased pattern was found for both weekly and nightly frequency of night waking. Decline in weekly frequency was characterized by a nonlinear patterna fast decline from 6 (M= 4.11 nights) to 15 (M= 3.20 nights) and a slowed reduction from 15 to 24 (M= 2.95 nights) and to 36 (M= 2.77 nights) months. By contrast, a gradual, linear decline was found for the nightly frequency (1.61, 1.49, 1.39, and 1.34 times). Poorer health and more illnesses were significantly associated with more frequent weekly and nightly nighttime awakenings. At all ages, infants identifiedwith sleep problems had poorer health and more illnesses as compared to those without. Conclusion(s): The decline in infants’ night waking appears to reflect sleep consolidation in thefirst 3 years. Sleep disturbance as indexed by night waking may compromise health in early childhood. Implications: Study results are expected to provide relevant information for interventions. Physical therapists need to consider the role of sleep in health among infants when conducting interventions.

A randomized controlled trial of acceptance and commitment therapy for aggressive behavior.

The objective of the current research was to test the efficacy of a group-based Acceptance and Commitment Therapy (ACT) intervention for partner aggression, compared with a support and discussion control group, in a clinical sample of adults. One hundred one participants (mean age = 31; 68% female; 18% minority) who endorsed recently engaging in at least 2 acts of partner aggression were randomly assigned to receive ACT or a support-and-discussion control condition. Both interventions consisted of 12 weekly 2-hr sessions. Assessments at pretreatment, during treatment, posttreatment, and 3 and 6 months after treatment measured psychological aggression (Multidimensional Measure Emotional Abuse Scale [MMEA]), physical aggression (Conflict Tactics Scales [CTS-2]), experiential avoidance (Avoidance and Action Questionnaire [AAQ]), and emotion dysregulation (Difficulties in Emotion Regulation Scale [DERS]). RESULTS of growth curve modeling analyses demonstrated that participants in the ACT group had significantly greater declines in psychological and physical aggression from pre- to posttreatment and from pretreatment to follow-up and that 6-month treatment outcomes were partially mediated by levels of experiential avoidance and emotion dysregulation at posttreatment. The results of this first trial of ACT for aggressive behavior indicate that the ACT group significantly reduced both physical and psychological aggression and that these changes were significantly greater than those of the control group, suggesting that an ACT approach to aggression may serve as an efficacious treatment for aggression.

Classroom Rule Violations in Elementary School Students With Callous-Unemotional Traits

An emerging body of mental health research provides evidence that callous-unemotional (CU) traits explain significant and meaningful variance among children with disruptive behavior disorders. However, the classroom behavior of students with CU traits has not yet been adequately studied. This study examined this issue using teacher-recorded classroom rule violations (RVs). Participants were 648 children (346 boys; M age = 8.14) from 28 classrooms (kindergarten–sixth grade) distributed across three schools participating in a schoolwide behavioral intervention. Teachers completed rating scales approximately 4 to 6 weeks after the start of the school year, prior to initiating the schoolwide intervention. After completing ratings, teachers recorded daily frequency counts of RVs for each student in their classroom for the remainder of the school year. Growth curve modeling analyses indicated that (a) CU traits were associated with elevated rates of RVs at the start of the school year even after taking attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder/conduct disorder (ODD/CD) into account and (b) CU traits were associated with a significant decrease in rates of RVs across the school year. CU traits appear to explain significant and important variance in classroom RVs among elementary school age students.

Assessing the Psychological Changes of Gifted Students Attending a Residential High School With an Outcome Measurement

This study examined the psychological changes that 272 students experienced while attending a residential school for gifted adolescents in the Midwest. This article shares the quantitative portion of a mixed-methods study. Outcome measurement data from the Youth Outcome Questionnaire Self-Report 2.0 (YOQ-SR) tracked students’ level of psychological distress over the course of an academic year. Using Latent Growth Curve Model (LGM) analysis, the results indicated a strong negative correlation ( r = −.884) between the slope and quadratic change, meaning the more the students’ level of stress increased, the more rapidly they were able to reduce it over time. Overall, student distress was not significant enough to reach clinical levels. There was no evidence to support the notion that the residential school experience was harmful to student psychological development.

Self-perceptions and their Prediction of Aggression in Male Juvenile Offenders.

This study evaluated multiple facets of self-perceptions that have been theorized and shown to play a contributory role in the development of aggression for less clinically severe populations in a sample of youths from the juvenile justice system. Independent and unique associations of low self-esteem and inflated self-perceptions with aggression were examined in a sample of male juvenile offenders (N = 119; Mean age = 16.74 years) using a longitudinal study design. Latent growth curve modeling analyses revealed that self-esteem, adaptive and maladaptive narcissism independently predicted juvenile offenders' initial levels of aggression. It was also found that perceptual bias independently predicted changes in aggression over time. With the inclusion of all variables in the same model, self-esteem was no longer associated with aggression; however, all other relationships remained significant. The implications of these findings as well as the importance of interventions targeting self-perceptions to decrease aggression among high-risk youths are discussed.

Emergency physicians maintain performance on the American Board of Emergency Medicine Continuous Certification (ConCert) examination.

The American Board of Emergency Medicine (ABEM) Maintenance of Certification (MOC) program is a four-step process that includes the Continuous Certification (ConCert) examination. The ConCert examination is a validated, summative examination that assesses medical knowledge and clinical reasoning. ABEM began administering the ConCert examination in 1989. The ConCert examination must be passed at least every 10 years to maintain certification. This study was undertaken to determine longitudinal physician performance on the ConCert examination. In this longitudinal review, ConCert examination performance was compared among residency-trained emergency physicians (EPs) over multiple examination cycles. Longitudinal analysis was performed using a growth curve model for unbalanced data to determine the growth trajectories of EP performance over time to see if medical knowledge changed. Using initial certification qualifying examination scores, the longitudinal analysis corrected for intrinsic variances in physician ability. There were 15,085 first-time testing episodes from 1989 to 2012 involving three examination cycles. The mean adjusted examination scores for all physicians taking the ConCert examination for a first cycle was 85.9 (95% confidence interval [CI] = 85.8 to 85.9), the second cycle mean score was 86.2 (95% CI = 86.0 to 86.3), and the third cycle was 85.4 (95% CI = 85.0 to 85.8). Using the first examination cycle as a reference score, the growth curve model analysis resulted in a coefficient of +0.3 for the second cycle (p < 0.001) and -0.5 for the third cycle (p = 0.02). Initial qualifying (written) examination scores were significant predictors for ConCert examination scores. Over time, EP performance on the ConCert examination was maintained. These results suggest that EPs maintain medical knowledge over the course of their careers as measured by a validated, summative medical knowledge assessment.

Individual differences in cognitive plasticity: an investigation of training curves in younger and older adults

To date, cognitive intervention research has provided mixed but nevertheless promising evidence with respect to the effects of cognitive training on untrained tasks (transfer). However, the mechanisms behind learning, training effects and their predictors are not fully understood. Moreover, individual differences, which may constitute an important factor impacting training outcome, are usually neglected. We suggest investigating individual training performance across training sessions in order to gain finer-grained knowledge of training gains, on the one hand, and assessing the potential impact of predictors such as age and fluid intelligence on learning rate, on the other hand. To this aim, we propose to model individual learning curves to examine the intra-individual change in training as well as inter-individual differences in intra-individual change. We recommend introducing a latent growth curve model (LGCM) analysis, a method frequently applied to learning data but rarely used in cognitive training research. Such advanced analyses of the training phase allow identifying factors to be respected when designing effective tailor-made training interventions. To illustrate the proposed approach, a LGCM analysis using data of a 10-day working memory training study in younger and older adults is reported.

Application of SPSS linear mixed methods to adolescent development research: basic concepts and steps

In the context of intervention research, it is always important to ask whether the growth of the participants in the intervention group is superior to that of the control group participants. Although this question can be answered by analyses based on traditional generalized linear models, there are many problems associated with such analyses. Alternatively, individual growth curve (IGC) modeling analyses based on linear mixed methods (LMM) are proposed. Although LMM are available in generic computer software, such as SPSS, there is a paucity of user-friendly manuals and illustrations. To help researchers utilize SPSS in creating IGC models, we present in this paper the basic concepts of IGC modeling and of the process of using SPSS to conduct IGC.

Mapping individual differences in the experience of a waiting period.

Waiting for uncertain news, such as the outcome of a job interview or medical test, is a ubiquitous and difficult but little studied experience. We conducted a longitudinal examination, guided by the predictions of the uncertainty navigation model (Sweeny & Cavanaugh, 2012), to examine broad trends and individual differences in experiences during a consequential waiting period. Fifty students preparing for the California bar exam completed questionnaires at 6 time points: shortly before and after the exam, at 2 intermediate time points during the 4-month waiting period, and immediately before and after learning whether they passed. We identified key individual differences in the overall experience of a waiting period, such that dispositional optimists reported lower levels of anxiety and rumination on average, and defensive pessimists and people uncomfortable with uncertainty reported higher levels. Longitudinal growth curve modeling analyses suggested that waiting is most difficult at the start and end of a waiting period, although people maintained hope and optimism throughout the wait. These temporal trends were generally robust, although some individual differences emerged. These findings provide the first evidence regarding when and for whom waiting periods are most difficult and thus can serve as the basis for future investigations of waiting experiences.

Problem Behavior and Urban, Low-Income Youth

Youth problem behaviors remain a public health issue. Youth in low-income, urban areas are particularly at risk for engaging in aggressive, violent, and disruptive behaviors. To evaluate the effects of a school-based social-emotional learning and health promotion program on problem behaviors and related attitudes among low-income, urban youth. A matched-pair, cluster RCT. Participants were drawn from 14 Chicago Public Schools over a 6-year period of program delivery with outcomes assessed for a cohort of youth followed from Grades 3 to 8. Data were collected from Fall 2004 to Spring 2010, and analyzed in Spring 2012. The Positive Action program includes a scoped and sequenced K-12 classroom curriculum with six components: self-concept, social and emotional positive actions for managing oneself responsibly, and positive actions directed toward physical and mental health, honesty, getting along with others, and continually improving oneself. The program also includes teacher, counselor, family, and community training as well as activities directed toward schoolwide climate development. Youth reported on their normative beliefs in support of aggression and on their bullying, disruptive, and violent behaviors; parents rated youths' bullying behaviors and conduct problems; schoolwide data on disciplinary referrals and suspensions were obtained from school records. Multilevel growth-curve modeling analyses conducted on completion of the trial indicated that Positive Action mitigated increases over time in (1) youth reports of normative beliefs supporting aggressive behaviors and of engaging in disruptive behavior and bullying (girls only) and (2) parent reports of youth bullying behaviors (boys only). At study end-point, students in Positive Action schools also reported a lower rate of violence-related behavior than students in control schools. Schoolwide findings indicated positive program effects on both disciplinary referrals and suspensions. Program effect sizes ranged from -0.26 to -0.68. These results extend evidence of the effectiveness of the Positive Action program to low-income, minority, urban school settings, and to middle school-aged youth.

Academic achievement trajectories of adolescents from Mexican and East Asian immigrant families in the United States

Drawing on the National Educational Longitudinal Survey 1988 (NELS:88), this study identified (1) the growth pattern of academic achievement of adolescent children from Mexican and East Asian immigrant families; (2) investigated to what extent ethnicity and family capital influenced the trajectories in the academic achievement of children from Mexican and East Asian immigrant families in the United States. The growth curve model analysis showed that ethnicity had a significant main effect on academic trajectories. Taking into account various forms of family capital, however, there was no significant ethnicity effect on the rate of change. In addition, compared to parents with a lower level of family capital, those whose families had higher levels of capital generally did better at eighth grade and these students’ achievement accelerated over time. Implications and limitations are also discussed.

Trajectories of older adults' hearing difficulties: Examining the influence of health behaviors and social activity over 10 years

The aims of the present study were to describe the trajectories of self-reported hearing difficulties over time, and evaluate the impacts of age, sex, lifestyle factors and social activity, in explaining individual differences in patterns of change over time. As part of the Melbourne Longitudinal Studies on Healthy Aging (MELSHA) Program, the hearing status of 947 adults aged 65 years and older, across five measurement periods (over 10 years), were analyzed using Latent Growth Curve Modeling analysis. A multidimensional survey was also administered, which included questions relating to sociodemographic variables, self-reported hearing difficulties, nutrition, smoking habits and level of social activity. Although there was a general increase in hearing difficulties over time, older age, poor nutrition, a lifetime of smoking and increased social activity predicted more rapid increases in hearing difficulty over time. Findings support the importance of lifestyle factors in reducing the rate of perceived hearing difficulties in older people, and provide further evidence of the links between lifestyle and sensory loss in older people. Poor nutrition and smoking are areas that both clinicians and public health professionals should address in their work with older people.

The Impact of Education and Intergroup Friendship on the Development of Ethnocentrism. A Latent Growth Curve Model Analysis of a Five-Year Panel Study among Belgian Late Adolescents

The Impact of Education and Intergroup Friendship on the Development of Ethnocentrism. A Latent Growth Curve Model Analysis of a Five-Year Panel Study among Belgian Late Adolescents