Longitudinal Structural Equation Modeling Research Articles

Is Crime Bad for Your Health? The Link Between Delinquent Offending and Cardiometabolic Risk

Specific sources of psychophysiological dysfunction have been identified as a primary mechanism of the association between stress and health, wherein chronic and prolonged exposure to stressors results in downstream negative consequences of stress-linked dysregulation that increase the likelihood of chronic health problems. Factors pertinent to criminological inquiry have been previously identified as sources of physiological dysfunction, but the extent to which offending over the life course operates in a similar manner has yet to be examined. The current study examines the longitudinal association between delinquency and physiological dysfunction in cardiovascular and metabolic functioning (i.e., cardiometabolic risk). The results of longitudinal structural equation models revealed that greater levels of delinquency are associated with higher levels of cardiometabolic risk.

Longitudinal parenting pathways linking Early Head Start and kindergarten readiness

ABSTRACT The mechanisms by which high quality, two-generation early childhood services promote healthy child development remain unclear. This research examined how participation in Early Head Start (EHS), a U.S. two-generation programme for children under 3, was associated with healthy child development to age 5 through parenting processes. Using four time points of data from the Early Head Start Research and Evaluation Project, we tested a theory-driven model of direct and indirect pathways from EHS to children’s language, social-emotional, and behavioural skills from age 1 to age 5 via parenting stress and practices. Results from longitudinal structural equation models for 2,555 mother–child dyads indicated that EHS participation was associated with increased responsive parenting during the very early years, improvements in children’s language during the toddler years and, in turn, sustained language improvements through age 5. Long-term impacts of two-generation programmes may promote positive child outcomes in part by facilitating responsive parenting.

Can helping others strengthen teens? Character strengths as mediators between prosocial behavior and adolescents’ internalizing symptoms

IntroductionIdentifying protective factors against internalizing behaviors during adolescence is a public health priority, as rates of depression and anxiety are rising. As such, the purpose of this study was to examine whether prosocial engagement toward strangers and family members is protective against depressive and anxiety symptoms, and whether this link is mediated by character strengths (i.e., hope, persistence, gratitude, and self-esteem). MethodThe sample consisted of 500 US adolescents (52% female; 66% European American; 33% from single-parent families). Data across three consecutive yearly waves were utilized in the current study (Mage Time 1 = 13.32). ResultsResults of a longitudinal structural equation model revealed prosocial behavior toward strangers and family members were differentially related to character strengths, and that prosocial behavior toward strangers was indirectly associated with depressive symptoms via self-esteem. ConclusionTaken together, findings extend the Developmental Cascades model and suggest that prosocial behavior and character strengths protect against depressive symptoms during the adolescent period. Findings are discussed in the context of relevant research and theory, and implications for future research and intervention programs are presented.

The Cascading Effects of Externalizing Behaviors and Academic Achievement Across Developmental Transitions: Implications for Prevention and Intervention.

Children's behavior and achievement problems are interrelated causes of distress for individuals, schools, and families, and generate long-term individual and societal costs. Yet, little is known about how the timing and direction of relationships involving achievement and problem behaviors (1) varies by standardized versus teacher ratings of achievement and (2) changes as students enter adolescence and begin secondary school. Using data from the Study of Early Child Care and Youth Development (N= 1048, 50.05% female), we employed longitudinal structural equation modeling to examine the relationship between externalizing behaviors and two forms of achievement from third through ninth grade. Results revealed that externalizing behaviors in grades three, five, and six directly and indirectly influenced teacher ratings of school achievement in grades 5, 6, and 9, and indirectly influenced standardized assessments of achievement over time. The reciprocal relationships involving externalizing behaviors and school achievement were especially strong from grade 6 to grade 9with their contemporaneous association peaking in grade 9. Demographic and maturational factors influenced the average levels of externalizing behaviors and achievement scores over development, but none altered the timing and direction of these relationships. Our findings highlight early adolescence as an important period for implementing evidence-based interventions related to the reduction of externalizing behaviors and improvements in achievement. Implications for prevention research, practice, and policy are discussed.

Preparedness for colorectal cancer surgery and recovery through a person-centred information and communication intervention - A quasi-experimental longitudinal design.

To meet patients’ information and communication needs over time in order to improve their recovery is particularly challenging for patients undergoing cancer surgery. The aim of the study was to evaluate whether an intervention with a person-centred approach to information and communication for patients diagnosed with colorectal cancer undergoing surgery can improve the patients’ preparedness for surgery, discharge and recovery during six months following diagnosis and initial treatment. The intervention components involving a novel written interactive patient education material and person-centred communication was based on critical analysis of conventional information and communication for these patients. During 2014–2016, 488 consecutive patients undergoing elective surgery for colorectal cancer were enrolled in a quasi-experimental longitudinal study. In three hospitals, first a conventional care group (n = 250) was recruited, then the intervention was introduced, and finally the intervention group was recruited (n = 238). Patients’ trajectories of preparedness for surgery and recovery (Preparedness for Colorectal Cancer Surgery Questionnaire—PCSQ) health related quality of life (EORTC QLQ-C30) and distress (NCCS Distress Thermometer) were evaluated based on self-reported data at five time points, from pre-surgery to 6 months. Length of hospital stay and patients’ behavior in seeking health care pre- and post-surgery were extracted from patient records. Longitudinal structural equation models were used to test the hypothesized effects over time. Statistically significant positive effects were detected for two of the four PCSQ domains (patients searching for and making use of information, and making sense of the recovery) and for the role functioning domain of the EORTC QLQ-C30. Patients in the intervention group were also more likely to contact their assigned cancer “contact nurse” (a.k.a. nurse navigator) instead of contacting a nurse on duty at the ward or visiting the emergency department. In conclusion, the overall hypothesis was not confirmed. Further research is recommended on written and oral support tools to facilitate person-centred communication.

Parent Socialization of Coping and Child Emotion Regulation Abilities: A Longitudinal Examination.

This study examined the hypothesis that parent socialization of coping (SOC) would have a longitudinal relation with child emotion regulation abilities. Participants included a sample of 256 parents of 5- to 12-year-old children (child M age=8.36, SD=2.03, 54.7% male; parent M age=34.49, SD=6.20, 59% female). Data on demographic information, parenting behaviors, and child emotion regulation abilities were collected via online questionnaires at baseline and 12months. Results from longitudinal structural equation modeling (SEM) analyses suggested that parent SOC, measured at baseline, predicted child adaptive and maladaptive emotion regulation, measured 12months later. More specifically, parental engagement coping suggestions predicted child's adaptive emotion regulation, whereas parental disengagement coping suggestions predicted child's maladaptive emotion regulation. Further, child gender emerged as a moderator in the longitudinal association between socialization of engagement coping and child adaptive emotion regulation: Whereas this association was small and marginally significant for girls, it was large and statistically significant for boys. Results highlight the importance of parent SOC as potentially contributing to emotion regulation abilities of 5- to 12-year-olds.

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

AbstractThe relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well‐documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self‐efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self‐efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self‐efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self‐efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math.

Cognitive reserve and working memory in cognitive performance of adults with subjective cognitive complaints: longitudinal structural equation modeling.

To study the influence of cognitive reserve (CR) on cognitive performance of individuals with subjective cognitive complaints (SCCs) within a period of 36 months. We used a general linear model repeated measures procedure to analyze the differences in performance between three assessments. We used a longitudinal structural equation modeling to analyze the relationship between CR and cognitive performance at baseline and at two follow-up assessments. Participants with SCCs were recruited and assessed in primary care health centers. A total of 212 participants older than 50 years with SCCs. Cognitive reserve data were collected with an ad hoc questionnaire administered to the subjects in an interview. General cognitive performance (GCP), episodic memory (EM), and working memory (WM) have been evaluated. The Mini-Mental State Examination and the total score of Spanish version of the Cambridge Cognitive Examination evaluated the GCP. Episodic memory was assessed with the Spanish version of the California Verbal Learning. Working memory was evaluated by the counting span task and the listening span task. The satisfactory fit of the proposed model confirmed the direct effects of CR on WM and GCP at baseline, as well as indirect effects on EM and WM at first and second follow-up. Indirect effects of CR on other cognitive constructs via WM were observed over time. The proposed model is useful for measuring the influence of CR on cognitive performance over time. Cognitive response acquired throughout life may influence cognitive performance in old age and prevent cognitive deterioration, thus increasing processing resources via WM.

Causality of climate and soil factors affecting whole crop rye (Secale cereale L.) yield as part of natural ecosystem structure via longitudinal structural equation model in the Republic of Korea

AbstractIn this study, the causality of climate and soil factors affecting the whole crop rye yield was identified via structural equation model, such as the seasonal effect between autumn and next spring, the indirect effect of the precipitation and the relationship between soil physical and climate factors. To identify the causality under the part of natural ecosystem, the structure was modeled with climates (autumnal accumulated temperature, autumnal growing days, spring accumulated temperature, spring growing days, spring amount of precipitation, and spring days with precipitation) and soil physical properties (drainage classes, effective soil depth, slope, and gravel content). As a result, we could estimate various specific relationships: First, the seasonal effect of accumulated temperature and growing days between autumn and next spring was obvious for the yield. Second, the precipitation had indirectly influenced the yield through suitable temperature in next spring. Final, the soil physical factor was related to the only precipitation, which means the effect of soil factor was significant through the spring precipitation. The structure could be modeled with climate and soil physical factors as a part of natural ecosystem, which was performed at the first time in the Republic of Korea and will be helpful to extend the structure with various factors in the future study.

Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school.

Youth's academic and emotional functioning are closely related, yet little is known about the timing and direction of relationships involving internalizing problems, which are characterized by over control of emotions, anxiety, and depression as well as multiple aspects of academic achievement. This study addresses these gaps using data from the Study of Early Child Care and Youth Development (N = 1,048) to examine the processes by which problems in one domain of functioning lead to problems in another, known as a "cascade effect." Results of longitudinal structural equation modeling indicate (a) a direct and indirect negative cascade effect from girls' internalizing problems to their school achievement in high school, (b) a positive contemporaneous association of 9th grade boys' internalizing problems with their cognitive achievement; and (c) ways in which demographic characteristics and adolescent social and maturational processes account for variation in functioning yet do not alter the processes by which the emotional and academic functioning interact. Results are discussed with regard to identifiying adolescents' internalizing problems, gender differences in the effects of internalizing problems on academic functioning, timing of evidence-based interventions, and implications for mental health promotion among girls.

Incorporating poverty in society into strategic human resource management

In developed societies, the cultural value of social trust and cooperative behavior decreases when levels of poverty increase. Based on the contextual social exchange perspective, we argue that these societal traits can be transmitted to companies located within such societies, resulting in a reduction of human resource (HR) investment and a decrease in the effect of these HR investments on workforce performance. Therefore, poverty in society has a dual role in its connection with HR investment, acting both as an antecedent and as a moderator. The employment relationship is dependent on the deprivation and poor quality of life of people in the region. We arrive at this conclusion from a study conducted on a sample of 2192 companies during a period of six years and applying longitudinal structural equation modeling. Findings indicate the importance of placing HR practices within their socioeconomic environment, specifically living conditions, to understand their implementation and return over time.

Survive or Thrive? Longitudinal Relation Between Chronic Pain and Well-Being.

The minimal literature on the relation between chronic pain and both eudaimonic (EWB) and hedonic well-being (HWB) examines the relation cross-sectionally, and most studies have examined chronic pain's effect only on psychopathology. Using a sample of 473 midlife and older adults with chronic pain, this study examined both the cross-sectional and longitudinal relations between chronic pain and EWB and HWB in addition to psychological distress. Multiple-group longitudinal structural equation modeling revealed that chronic pain was related significantly and negatively to EWB and HWB, and significantly and positively to distress among both men and women. When examined longitudinally, chronic pain at time 1 was associated significantly only with decreased EWB at time 2, suggesting chronic pain's risk to psychological functioning, especially because of its long-term effects on future EWB. Our study provides a comprehensive picture of the way chronic pain is associated both with EWB and HWB, in addition to psychological distress. Further, chronic pain may have a lasting influence on EWB, while it may have little predictive value for future HWB and psychological distress. Our study supports well-being's relevance to chronic pain research and has the potential to guide prevention strategies and treatment for chronic pain using a positive psychological framework.

The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade.

According to modern expectancy-value theory, students’ motivation in school subjects begins to vary at the very beginning of their school careers, showing a task-specific pattern of motivation. However, there is no clear evidence in the literature on how students’ value beliefs are formed and interact with each other in early elementary schools. Using the longitudinal structural equation modeling, this study examined relations between science-related task values (i.e., intrinsic value and cost), self-concept of ability, and future occupational aspirations based on first graders and 1-year follow-up from seven schools in Helsinki (N = 332; ages = 7 and 8 years; girls = 51%). Results showed that the students who had a high science-related self-concept of ability and intrinsic value tended to perceive low cost of science learning. Science-related self-concept of ability was the most stable construct, while in intrinsic value and cost, there were significant levels of fluctuation across the first and second grades. A high science-related self-concept of ability in the first grade predicted a lower cost value in the second grade, and a high science-related intrinsic value was a marginally significant predictor of future occupational aspirations in science, technology, engineering, and mathematics (STEM). Mean-level differences revealed that the girls’ science-related self-concept of ability, intrinsic value, and cost remained the same in both grades, while the boys’ self-concept of ability decreased. The girls’ mean levels in science-related intrinsic value were higher than those of the boys, while students’ self-concept of ability and cost were similar across gender in both grades. A cross-lagged panel model revealed that the girls reported more STEM occupational aspirations than the boys in the second grade, while controlling for the motivational beliefs. In summary, the results indicate that a high-level of science interest in young students predicts STEM occupational aspirations; high girls’ intrinsic value in early science education does not steer them away from STEM occupations; boys’ task motivation might be at greater risk of decline during early science education.

Developmental cascades of social competence, achievement in school, and achievement on standardized assessments during the transition to adolescence and secondary school

IntroductionSocial and academic functioning are cornerstones of positive youth development and important to later educational and health outcomes. Yet, little is known about how the timing and direction of relationships between social and academic functioning vary by the type of achievement assessed and how the transition to adolescence influences these relationships. MethodThis study employs longitudinal structural equation modeling to examine the interrelationships of children's social competence, teacher ratings of school achievement, and standardized assessments of cognitive achievement in a cohort of 1048 children in the United States. Results& Conclusions: Results identify 1) direct and indirect pathways from children's social competence in grades three and five to their school achievement in grades five and six; 2) significant pathways between school and cognitive achievement across all assessment points that decline in magnitude as students enter high school; 3) the magnitude of pathways between social competence and school achievement far exceed those between social competence and cognitive achievement; and 4) social and maturational factors account for variation in these functions but do not confound the timing and direction of the pathways from one to the other function. Given the importance of social competence and academic achievement to positive development, these findings demonstrate elementary school as an optimal and foundational period to implement universal interventions to optimize social functioning and prevent later academic difficulties in secondary school.

Explaining sexual minority young adult cigarette smoking disparities.

Sexual minority (SM) young adults, such as those who identify as lesbian, gay, or bisexual (LGB), have well documented smoking disparities compared to heterosexual young adults. However, no studies have simultaneously tested the role of three risk factors (depressive symptoms, recalling tobacco marketing in bars, and cigarette-related social norms) to explain SM tobacco use disparities. Longitudinal structural equation modeling was used to explore if the association between SM identity and past 30-day cigarette smoking one year later was mediated by these three risk factors. Starting in fall 2015, three surveys were administered every 6 months to 3,972 young adult college students. Surveys assessed SM identity, depressive symptoms, tobacco marketing in bars, normative perceptions of cigarettes, and tobacco use behaviors. Greater depressive symptoms, recalling more tobacco marketing in bars, and more accepting cigarette-related social norms were each hypothesized to explain a unique portion of the association between SM identity and subsequent cigarette use. SM young adults reported higher prevalence of cigarette use, depressive symptom scores reflecting elevated risk for major depressive disorder, and more accepting cigarette-related social norms than their heterosexual peers. Results indicated that only cigarette-related social norms mediated the association between SM identity and subsequent past 30-day smoking, while controlling for depressive symptoms, recalling tobacco marketing in bars, sociodemographic factors, and previous tobacco use. Findings reflect a need for tailored tobacco control messaging that shift the more accepting cigarette-related norms of SM young adults, as doing so may ultimately lead to decreased smoking for this high-risk subgroup. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp

How do we support students through their difficult transition to secondary school? Perceived value for and perceived ability to be successful during secondary school are a crucial part of any answer to this question. These perceptions and their interaction with classroom instruction are at the heart of many issues students face in this challenging new learning environment. Seeking to address these issues head-on, the current study modelled the shared role of motivation (intrinsic/extrinsic) and self-efficacy beliefs within mathematics, native and foreign language achievement across first-year secondary school studies at six schools in Japan. Modelling included pre-post subject achievement and students' instructional experiences. Longitudinal latent structural equation modelling was undertaken for each of the subjects to examine the interplay between students' motivational and instructional experiences across one academic year. Findings support the shared role of intrinsic motivation and self-efficacy within achievement (βs = 0.1–0.24), and reciprocal relationships between perceptions of instruction and students’ motivations/beliefs (βs = 0.15–0.21). Results also suggest different patterns of motivation-belief and motivation/belief-instruction interconnections across the three subjects of study researched. The pervasive role of instructional experiences for students' motivation-beliefs (from teaching to self-efficacy and intrinsic motivation, βs = 0.14–0.21) highlight the powerful role of teachers in these critical environments. Implications for theory and practice arising from the results and the integrative model utilised are discussed.

Genetic and environmental influences on the stability of psychotic experiences and negative symptoms in adolescence.

BackgroundPsychotic experiences (PEs) such as paranoia and hallucinations, and negative symptoms (NS) such as anhedonia and flat affect are common in adolescence. Psychotic experiences and negative symptoms (PENS) increase risk for later psychiatric outcomes, particularly when they persist. The extent to which genetic and environmental influences contribute to the stability of PENS in mid‐to‐late adolescence is unknown.MethodsUsing the Specific Psychotic Experiences Questionnaire (SPEQ) twice across ~9 months in adolescence, N = 1,448 twin pairs [M = 16.32 (0.68)] reported experiences of paranoia, hallucinations, cognitive disorganization, grandiosity and anhedonia, and their parents reported on a range of NS. Individuals were split into low‐scoring, decreasing, increasing and persistent groups for each subscale. Frequencies and mean differences in distress, depression traits and emotional problems were investigated across groups. Longitudinal structural equation modelling was used to estimate the aetiological components underlying the stability of PENS.ResultsPhenotypic stability was moderate for all PENS (r = .59–.69). Persistent PENS across 9 months were associated with greater levels of distress (V = 0.15–0.46, for PEs only), depression traits (d = 0.47–1.67, except grandiosity) and emotional problems (d = 0.47–1.47, except grandiosity and anhedonia) at baseline compared to groups with transitory or low levels of PENS. At both ages PENS were heritable and influenced by shared and nonshared environment. Genetic influences contributed 38%–62% and shared environment contributed 13%–33% to the stability of PENS. Nonshared environment contributed 34%–41% (12% for parent‐rated NS). There was strong overlap of genetic and shared environmental influences across time, and lower overlap for nonshared environment. Imperfect stability of PENS was at least partly due to nonshared environmental influences.ConclusionsWhen adolescent PENS persist over time, they are often characterized by more distress, and higher levels of other psychopathology. Both genetic and environmental effects influence stability of PENS.

Military Spouses’ Self- and Partner-Directed Minimization in the Context of Deployment

In light of technological advances enabling military couples to communicate throughout deployment, spouses of deployed service members often make decisions about what to share with service members and how to respond to service members’ concerns. In doing so, they manage an emotional boundary between service members and their families. This study focused on 2 behaviors military spouses may use when managing this boundary, namely their minimization of (a) their own concerns (i.e., self-directed minimization) and (b) service members’ concerns (i.e., partner-directed minimization). The purpose of the current study was to identify correlates and consequences of these behaviors. Findings from a longitudinal structural equation model using 3 waves of data from a sample of 154 married military couples in which the husband was a male National Guard soldier indicated that spouses were more likely to minimize both their own—and service members’—concerns when they themselves reported higher levels of depressive symptomology prior to deployment. Spouses’ minimization of service members’ concerns during deployment, in turn, predicted higher levels of service members’ depressive symptomology at reintegration, even after accounting for their initial depressive symptomology and combat exposure. Implications for intervention efforts aimed at promoting individual and couple adjustment to deployment are discussed.

Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time

Academic growth constructs, such as growth mindset and various forms of growth goals, have been of substantial focus in psycho-educational research. Recent research has sought to identify how such growth constructs are inter-related, finding that an underlying growth orientation (comprised of growth mindset, self-based growth goals, and task-based growth goals) was cross-sectionally associated with more positive outcomes for students. However, for such a construct to have meaningful relevance to education and educational research, it must be associated with actual growth in academic outcomes. Accordingly, using two-wave longitudinal structural equation modeling in a large sample of Australian middle and high school students (N = 2949), we examined the extent to which students’ growth orientation predicted growth in academic outcomes. We hypothesized that students’ growth orientation would be positively associated with gains in students’ mathematics engagement and achievement, while controlling for student demographic covariates (e.g., gender, age) and prior variance in each substantive factor measured one year prior. Results demonstrated that students' growth orientation in mathematics was a significant positive predictor of students' gains in mathematics engagement and achievement, above other sources of influence. Findings are discussed in terms of improving researchers’ understanding of how growth constructs are inter-related and how to promote students’ academic success in mathematics.

Telling adults about one's plight as a victim of bullying: Student- and context-related factors predicting disclosure.

We examined student‐ and context‐related factors related to whether bullied students tell adults about their plight at school or at home. The sample included 1,266 students in primary (Grades 4–6) and lower secondary (Grades 8–9) schools, who had answered an online questionnaire at two measurement points about 5 months apart and were identified as victims of bullying on the basis of the latter. Only 55.4% of the bullied students had told their situation to someone, and much fewer had told an adult. Telling an adult at home was more common (34.0%) than telling a teacher (20.6%) or some other adult at school (12.7%). In a longitudinal structural equation model (SEM), factors related to increased likelihood of telling an adult were female gender, lower grade level, the chronicity of victimization, perceived negative teacher attitude towards bullying (teacher not tolerating bullying), and perceived peer support for victims (classmates’ tendency to defend students who are victimized).