Multilevel Structural Equation Modeling Approach Research Articles

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach

In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.

Investigating the effects of congruence between within-person associations: A comparison of two extensions of response surface analysis.

Response surface analysis (RSA) allows researchers to study whether the degree of congruence between two predictor variables is related to a potential psychological outcome. Here, we adapt RSA to the case in which the two predictor variables whose congruence is of interest refer to individual differences in within-person associations (WPAs) between variables that fluctuate over time. For example, a WPA-congruence hypothesis in research on romantic relationships could posit that partners are happier when they have similar social reactivities-that is, when they have similarly strong WPAs between the quantity of their social interactions and their momentary well-being. One method for testing a WPA-congruence hypothesis is a two-step approach in which the individuals' WPAs are first estimated as random slopes in respective multilevel models, and then these estimates are used as predictors in a regular RSA. As an alternative, we suggest combining RSA with multilevel structural equation modeling (MSEM) by specifying the WPAs as random slopes in the structural equation and using their latent second-order terms to predict the outcome on Level 2. We introduce both approaches and provide and explain their corresponding computer code templates. We also compared the two approaches with a simulation study and found that the MSEM model-despite its complexities (e.g., nonlinear functions of latent slopes)-has advantages over the two-step approach. We conclude that the MSEM approach should be used in practice. We demonstrate its application using data from a daily diary study and offer guidance for important decisions (e.g., about standardization). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement: a multilevel moderated mediated analysis

In this study, a multilevel moderated mediation model is analyzed using the motivational pathway of the job demands-resources (JD-R) model to explore the connections that can prevent teacher presenteeism. We utilized a multilevel structural equation modelling (MSEM) approach with Bayesian estimation to examine the relationships between teacher presenteeism, work engagement, supervisor support, and colleague support. We used data collected from a sample of teachers working in public schools located in the city center of Elâzığ, which is situated in the eastern part of Turkey. The results indicated that there is a positive relationship between supervisor support and work engagement, as well as a negative relationship between supervisor support and teacher presenteeism through work engagement. Furthermore, we found that under conditions of colleague support, these relationships are strengthened, indicating that colleague support plays a moderating role in these relationships. Finally, following the presentation of the theoretical contributions of the findings, we provide educational implications that would help isolate teachers from the risk of presenteeism and foster positive work emotions.

Fostering pro‐environmental behavior at work: A self‐determination theory perspective

AbstractWith a growing corporate interest in pursuing public goods, numerous firms today endeavor to practice corporate social responsibility. Utilizing a multilevel structural equation modeling approach, we investigated the topic of employees' pro‐environmental behavior, contributing to the growing literature on “green” issues in the workplace. We incorporated self‐determination theory to examine how individuals' perceptions regarding their corporate environmental policies reflected in firm‐level green psychological climate influence their environment‐specific self‐regulation, and whether support of autonomy, relatedness, and competence psychological needs moderates this relationship. The relationship between environment‐specific self‐regulation and employees' engagement in pro‐environmental behavior was also further explained. Analysis of the data from 649 employees working in 37 major South Korean companies revealed that firm‐level green psychological climate is positively related to employees' environment‐specific self‐regulation and that environment‐specific self‐regulation is also positively related to their pro‐environmental behavior. Moreover, while we found that the positive association between firm‐level green psychological climate and employees' environment‐specific self‐regulation was stronger when they had a higher level of relatedness need satisfaction, interactions between firm‐level green psychological climate with autonomy and competence need satisfaction did not demonstrate any significant effects. Theoretical and practical contributions together with suggestions for related future research are discussed as well.

How Distributed Leadership Affects Social and Emotional Competence in Adolescents: The Chain Mediating Role of Student-Centered Instructional Practices and Teacher Self-Efficacy.

The social and emotional competence of adolescents serves as the cornerstone for their success and future development. This study aims to explore the impact of distributed leadership on the social and emotional competence of adolescents, examining the mediating roles of student-centered teaching practices and teacher self-efficacy. Utilizing survey data from 7246 Chinese adolescents in the SESS project, the study employs a multi-level structural equation modeling approach for data analysis. The results indicate that distributed leadership positively predicts the social and emotional competence of adolescents. Furthermore, distributed leadership exerts indirect effects on adolescents' social and emotional competence through the independent mediating roles of student-centered teaching practices and teacher self-efficacy, as well as a sequential mediation process involving student-centered teaching practices leading to teacher self-efficacy. This study elucidates how distributed leadership facilitates the development of adolescents' social and emotional competence, confirming the supportive factors influencing these crucial capacities. Simultaneously, it provides valuable insights into the daily practices of teachers, principals, and administrators.

Relations between teacher–student relationship quality, emotional engagement, and writing performance

Based on the self-determination theory, the current study took a multilevel structural equation modeling approach to explore the relations between teacher–student relationship quality (TSRQ), students’ emotional engagement in English as a foreign language (EFL) lessons and writing performance. Furthermore, gender and socioeconomic status (SES) differences were examined in relation to the three constructs. The sample comprised of 952 students from 67 French secondary schools. The results indicated that TSRQ was positively related to students’ emotional engagement at both the student and school levels, although the link between TSRQ and students’ writing performance was non-significant at both levels. The positive association between emotional engagement in EFL lessons and writing performance was significant at the student level but non-significant at the school level. In addition, female students were more likely to perform better in writing than their male counterparts. The positive associations between SES and writing performance were significant at both the student and school levels.

Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach

Numerous studies in second or foreign language (L2) learning have shown that students’ L2 self-efficacy and metacognitive strategies play essential roles in predicting L2 achievement. However, how these two constructs co-shape L2 learning is understudied. The current study examined the mediation of L2 self-efficacy between metacognitive strategies and L2 achievement in English. Participants involved 368 s-year undergraduate students studying English as an L2 taught by 19 teachers from a university in China. Multilevel structural equation modeling results showed that: (1) English self-efficacy and metacognitive strategies significantly predicted English achievement either represented by a standardized English test or the terminal exam, and (2) English self-efficacy mediated the relation between metacognitive strategies and English achievement. The results suggested the importance of accounting for the interplay between metacognitive strategies and self-efficacy in determining L2 achievement.

How and when does top management interaction with customers impact customer satisfaction?

PurposeThis paper aims to investigate the effect of top management’s customer interactions (TMCI) on customer satisfaction. This study argues that TMCI’s overall relationship with customer satisfaction follows an inverted-U shape due to its positive and disruptive effects on the customer relationship efforts of frontline service/sales employees (FSEs). This paper further investigates the frontline competence of both FSEs and the top management team (TMT) as moderators of the impact of TMCI on customer satisfaction.Design/methodology/approachThe conceptual model was tested empirically using data from managers, frontline employees and customers of microfinance firms. A multilevel structural equation modeling approach was used to test the hypothesized model.FindingsThe results show that TMCI has a curvilinear relationship with customer satisfaction. The results also show that frontline employees’ collective efficacy attenuates this relationship by shifting the turning point of the curvilinear effect to the right. Furthermore, TMT frontline competence amplifies both the positive and negative effects of TMCI on customer satisfaction.Research limitations/implicationsThis study advances knowledge on the effects of TMCI on customer satisfaction and highlights the nuanced relationship between top management involvement and indicators of firm performance.Practical implicationsThe findings show the importance of considering the frontline competence of both top management and frontline employees when encouraging TMCI in organizations.Originality/valueTo the best of the author’s knowledge, this study is one of the first to examine TMCI’s direct impact on customer satisfaction and propose the frontline competence of both top management and frontline employees as boundary conditions on this relationship.

Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment.

Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers' organizational commitment. The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data. The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers' organizational commitment. Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers' collective efficacy beliefs if it is wished to enhance teachers' commitment to schools.

Unveiling mechanisms of change in digital interventions for depression: Study protocol for a systematic review and individual participant data meta-analysis.

IntroductionThe efficacy and effectiveness of digital interventions for depression are both well-established. However, precise effect size estimates for mediators transmitting the effects of digital interventions are not available; and integrative insights on the specific mechanisms of change in internet- and mobile-based interventions (IMIs)—as related to key features like delivery type, accompanying support and theoretical foundation—are largely pending.ObjectiveWe will conduct a systematic review and individual participant data meta-analysis (IPD-MA) evaluating the mediators associated with therapeutic change in various IMIs for depression in adults.MethodsWe will use three electronic databases (i.e., Embase, Medline/PubMed, PsycINFO) as well as an already established database of IPD to identify relevant published and unpublished studies. We will include (1) randomized controlled trials that examine (2) mediators of (3) guided and unguided (4) IMIs with (5) various theoretical orientations for (6) adults with (7) clinically relevant symptoms of depression (8) compared to an active or passive control condition (9) with depression symptom severity as primary outcome. Study selection, data extraction, as well as quality and risk of bias (RoB) assessment will be done independently by two reviewers. Corresponding authors of eligible primary studies will be invited to share their IPD for this meta-analytic study. In a 1-stage IPD-MA, mediation analyses (e.g., on potential mediators like self-efficacy, emotion regulation or problem solving) will be performed using a multilevel structural equation modeling approach within a random-effects framework. Indirect effects will be estimated, with multiple imputation for missing data; the overall model fit will be evaluated and statistical heterogeneity will be assessed. Furthermore, we will investigate if indirect effects are moderated by different variables on participant- (e.g., age, sex/gender, symptom severity), study- (e.g., quality, studies evaluating the temporal ordering of changes in mediators and outcomes), and intervention-level (e.g., theoretical foundation, delivery type, guidance).DiscussionThis systematic review and IPD-MA will generate comprehensive information on the differential strength of mediators and associated therapeutic processes in digital interventions for depression. The findings might contribute to the empirically-informed advancement of psychotherapeutic interventions, leading to more effective interventions and improved treatment outcomes in digital mental health. Besides, with our novel approach to mediation analyses with IPD-MA, we might also add to a methodological progression of evidence-synthesis in psychotherapy process research.Study registration with Open Science Framework (OSF)https://osf.io/md7pq/.

The Role of Second Step Child Protection Unit Online Teacher Training in Explaining Teacher and Student Outcomes: Multilevel SEM Analysis.

Child sexual abuse (CSA) is a concern given its prevalence and harmful consequences such as depression, anxiety, substance misuse, and low academic performance, which pose great threats to children's sustainable development. In response, teachers must be empowered to play crucial roles in preventing CSA and intervening to avert CSA-related harm. We therefore explored the potential for online teacher training to improve teachers' preventive outcomes of CSA (awareness, commitment, and confidence in reporting) and student outcomes (CSA knowledge and ability to recognize, refuse, and report CSA). To assess the immediate effect of online teaching training, we analyzed pre-and post-test data from the implementation of the Second Step Child Protection Unit (CPU) on 131 teachers and 2,172 students using a multilevel structural equation modeling approach. We found a significant direct effect of online teacher training on improving teachers' preventive outcomes. Furthermore, we detected a significant indirect effect of online teacher training on children's preventive outcomes of CSA knowledge and ability to recognize, refuse, and report CSA via teachers' preventive outcomes of CSA awareness.

Pre-university Measures and University Performance: A Multilevel Structural Equation Modeling Approach

This study investigated the relationship between three pre-university measures (high school grade point average, the General Aptitude Test, and the scholastic achievement admission test) and university performance as indicted by (preparatory year and cumulative university grade point average, and graduation). Data from 330,684 undergraduate students from 23 universities across the Kingdom of Saudi Arabia were analyzed using a multilevel structural equation modeling approach. Results indicated that all pre-university measures were consistent in predicting university performance. These findings supported previous results that pre-university measures performance predict eventual performance at the university, including performance at the preparatory year, and whether the student stays regular and eventually completes university studies. These results have implications for the importance of the pre university measures in predicting university eventual success and graduation and this study adds to the body of work that can inform further cost-benefits of the pre university measures. For policymakers, these findings suggest that strengthening support during secondary school levels can have positive effects on eventual performance at university.

Treating random effects as observed versus latent predictors: The bias-variance tradeoff in small samples.

Random effects in longitudinal multilevel models represent individuals' deviations from population means and are indicators of individual differences. Researchers are often interested in examining how these random effects predict outcome variables that vary across individuals. This can be done via a two-step approach in which empirical Bayes (EB) estimates of the random effects are extracted and then treated as observed predictor variables in follow-up regression analyses. This approach ignores the unreliability of EB estimates, leading to underestimation of regression coefficients. As such, previous studies have recommended a multilevel structural equationmodeling (ML-SEM) approach that treats random effects as latent variables. The current study uses simulation and empirical data to show that a bias-variance tradeoff exists when selecting between the two approaches. ML-SEM produces generally unbiased regression coefficient estimates but also larger standard errors, which can lead to lower power than the two-step approach. Implications of the results for model selection and alternative solutions are discussed.

Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning

The current article examines the effects of teacher classroom autonomy and school culture on collective teacher innovativeness, through integrated professional learning. This examination draws upon an analysis of TALIS dataset 2018 gathered from 241 426 teachers of 15 672 schools in 48 OECD countries, using a multilevel structural equation modelling approach. The article underscores the importance of enhancing teachers' sense of classroom autonomy and collaborative school culture to promote collective teacher innovativeness. It suggests that a collaborative culture would encourage teachers to participate in integrated professional learning activities, and that collective participation in professional learning would enhance teachers’ collective innovativeness.

Catching sight of children with internalizing symptoms in upper elementary classrooms

Teachers play a crucial role in the assessment of children's internalizing symptoms but may not always succeed in accurately identifying such symptoms in class. Using a multilevel structural equation modeling (MSEM) approach, this study aimed to explore teacher and child characteristics that may explain measurement bias in teachers' ratings of internalizing symptoms at the between- and within-teacher level. Upper elementary school teachers (N = 92, 74.9% female) filled out the Strengths and Difficulties Questionnaire, Student-Teacher Relationship Scale, and Student-Specific Teacher Self-Efficacy Scale for randomly selected children (N = 690, 50.5% girls, Grades 3–6) from their classrooms. Participating teachers and children also responded to several background questions. Multilevel SEMs suggested that teachers' self-efficacy beliefs toward, relationship experiences with, and externalizing symptom ratings of individual children affected their ratings of these children's internalizing symptoms at the within-teacher level. Specifically, given equal levels of internalizing behavior, teachers were likely to systematically under-identify symptoms of anxiety and over-identify bullying for children with more externalizing behavior and conflictual relationships, or in circumstances where teachers had lower self-efficacy. Children with high levels of closeness received systematically higher ratings on somatic complaints and lower ratings on solitary behavior and peer problems. At the between-teacher level, less experienced teachers were more likely to over-identify symptoms of worries than were more experienced teachers, given equal levels of internalizing symptoms. As such, these findings extend the limited body of evidence on children's internalizing symptoms in upper elementary school.

Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling

Reading strategy instruction is positively related to students’ reading literacy. However, little is known about how reading instruction that emphasizes different types of reading strategies affects reading literacy. This study examined how Singapore primary school teachers’ reading strategy instruction affected Grade Four students’ reading literacy, and how reading strategy instruction was affected by teacher collaboration and other teacher characteristics. To control for possible effects of student characteristics on their reading literacy, we also included at the student level the students’ gender and their socioeconomic status as represented by their parents’ educational level. We used a multilevel structural equation modeling approach to analyze the Progress in International Reading Literacy Study 2016 (PIRLS 2016) data provided by 6,327 Singapore students nested within 356 teachers. At the teacher level, (1) teachers’ instruction on reading strategies can be categorized into micro-level reading strategy instruction and macro-level reading strategy instruction; (2) only instruction on the macro-level of comprehension significantly affected students’ reading literacy; and (3) teachers’ reading strategy instruction was positively impacted by their collaboration with other teachers. At the student level, reading literacy was positively affected by the parents’ educational level, the language the students used before starting school, and the students’ gender (in favor of girls). The findings suggest that the relationship between reading strategy instruction and reading literacy is complex. To develop learners’ reading literacy, teachers should emphasize both micro-level reading strategies and macro-level reading strategies in their reading instruction.

Visual art inspired by climate change-An analysis of audience reactions to 37 artworks presented during 21st UN climate summit in Paris.

This paper suggests and tests a psychological model of environmental art perception and subsequent support for climate change policies. The model is based on findings from art perception and environmental psychology, which indicate that the response of the viewer to the artwork is (1) first an emotional reaction, which can be positive and/or negative. The emotional activation leads to (2) evaluation of the perceived quality of the artwork. This forms the first impression of the artwork the viewer gets, which then triggers (3) reflections on the artwork that are finally related to support for climate policies. The model test uses data collected at the ArtCOP21 that accompanied the 21st UN climate summit in Paris. At 37 connected events, the research team collected 883 audience responses with a brief quantitative paper-pencil questionnaire. The data were analyzed using a multilevel-structural equation modeling approach. Results support the suggested theoretical model. Moreover, the effect of reflections on the artwork on support for climate policies is moderated by environmental attitudes, meaning the lower the environmental attitudes, the higher the effect of reflections on policy support. Finally, artwork features like color, size, displaying something personal, etc., could be identified that had a significant relation to differences on the artwork level regarding the first impression of the artwork and the reflections elicited. The study shows that being confronted with climate change-related artwork relates at least in the short run to increased climate policy support, which is mostly channeled through an emotional activation with following cognitive processing. Features of the artwork relate to how strongly and which emotions are activated.

Self-determination theory applied to physical education: A systematic review and meta-analysis.

In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

A Dual Pathway Model of Daily Proactive Work Behavior on Hedonic and Eudaimonic Well-Being

Recent research on proactive work behavior suggest that it entails negative consequences for actor’s hedonic well-being. This raises the question why people persevere acting proactively. We propose that in addition to its negative consequences for hedonic well-being proactivity exerts a positive effect on eudaimonic well-being, which may counterbalance the negative effects. Drawing on resources theory and models of eudaimonic well-being the present paper develops and tests a dual pathway model which explores the effect of daily proactivity on daily well-being. The model holds that on one hand proactivity has negative effects on hedonic well-being by increasing daily workload, finally negatively affecting general well-being experienced in the evening. On the other hand, proactivity has a positive effect on eudaimonic well-being because it allows authentic expression. This path results in a positive effect on evening general well-being. We conducted a daily diary study with four daily measurement points (early morning, morning, afternoon, evening) on five consecutive working days. Our sample consisted of n = 121 (k = 604) employees in finances and administration. Data was analyzed with a multilevel structural equation modelling approach. Findings support the dual pathway model. Proactivity exerts a negative effect on evening general well-being through the hedonic pathway and a positive effect through the eudaimonic pathway. The overall effect of proactive work behavior on evening general well-being is positive. Thus, findings suggest that in order to gain a full understanding of the well-being implications of proactivity, eudaimonic processes need to be taken into account in addition to hedonic processes.

Perceived social capital and binge drinking in older adults: The Health and Retirement Study, US data from 2006–2014

ObjectiveSocial capital has been described as having both positive influences as well as negative influences (“the dark side”) on health behaviors. We sought to test the association of perceived social capital on the risk of binge drinking among older adults, using a longitudinal design. MethodsWe used HRS (Health and Retirement Study) data, a nationally representative sample of US adults aged ≥50 years evaluated every two years (from 2006 to 2014). We investigated the relationship between perceived social capital (neighborhood social cohesion and neighborhood physical disorder, positive social support and negative social support) and binge drinking over time, with a multilevel structural equation modelling (MSEM) approach, modelling number of binge-drinking days as hurdle negative binomial. We used MSEM estimating the associations at person level (overall) and within waves. ResultsThe sample included 19,140 individuals. At baseline mean age was 66.8 (SD 10.3). Over time, the number of binge drinking days decreased. Negative social support increased the average number of binge drinking days among those who drink, where one unit increase was associated with an increase of 37 % in the expected number of days binge drinking in the same wave. The association of positive social support on the number of binge drinking days was stronger for females (-0.59 (SE = 0.12)), while neighborhood social cohesion was significantly associated with binge drinking in females (-0.05 (SE = 0.01)), but not in males. ConclusionsNegative social support favored binge drinking. Positive social support and neighborhood social cohesion are protective factors for binge drinking, especially for women.