A novel item-allocation procedure for the three-form planned missing data design

Lang, Kyle M.; Moore, E. Whitney G.; Grandfield, Elizabeth M.

doi:10.1016/j.mex.2020.100941

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…To avoid cognitive overload for students, the instruments were divided over three booklets, and each student was randomly assigned to work on one booklet. For allocating the items across booklets, a balanced assignment within a three-form design was used (Jorgensen et al, 2014;Lang et al, 2020). Therefore, the items were divided into four sets.…”

Section: Sample and Proceduresmentioning

confidence: 99%

Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

Buerger

Holzer

Yanagida

et al. 2023

School Mental Health

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This paper addresses a validation study focusing on the process of adapting the EPOCH measure of adolescent well-being (Kern et al. in Psychol Assess 28(5):586–597. https://doi.org/10.1037/pas0000201, 2016) to the school context and translating it into German—resulting in the EPOCH-School model (EPOCH-S) with the corresponding measure EPOCH-G-S (EPOCH-German-School). As schools represent an important context for promoting well-being, while at the same time, favorable effects of school-related well-being for adolescent development can be expected, research on school-related well-being is of utmost interest. To provide schools with the information they actually need to promote their students’ well-being, integrative measurements of school-related well-being are important. The EPOCH-G-S is a multidimensional approach to measuring students’ well-being in schools with five factors: Engagement, Perseverance, Optimism, Connectedness, and Happiness. Construct validity and convergent validity of the EPOCH-G-S measure were validated in this study with an Austrian student sample (grade 5 to 12) of N = 1651 students (52.03% males, 47.43% females, 0.55% others, mean age 13.13 years/ SD = 1.89). Validation results are in favor of the EPOCH-G-S as an instrument to assess students’ well-being in school. A second-order model was applied with well-being as a second-order factor and the five specific EPOCH first-order factors. This allows for detecting strengths and weaknesses in students’ well-being profiles and derive needs for intervention. Additional measurement invariance analyses regarding gender and age were conducted.

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Section: Sample and Proceduresmentioning

confidence: 99%

Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

Buerger

Holzer

Yanagida

et al. 2023

School Mental Health

View full text Add to dashboard Cite

show abstract

“…These variables could include demographic variables, single indicator variables, important covariates, the item(s) that is most representative of key constructs, variables that are potential predictors for unplanned missingness, as well as items known to have unusual distributions (hence missing data on the items will be difficult to handle). However, a recent study argued that a simple assignment strategy that randomly assigns scale items to the X block along with demographics would work well if there are 13 or more items (Lang et al., 2020; Moore, Lang, & Grandfield, 2020). They referred to this approach as a random item assignment (RIA).…”

Section: Item Level Planned Missing Data Designsmentioning

confidence: 99%

Applying planned missingness designs to longitudinal panel studies in developmental science: An overview

Fan

2021

New Directions for Child and Adolescent Development

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Longitudinal panel studies are widely used in developmental science to address important research questions on human development across the lifespan. These studies, however, are often challenging to implement. They can be costly, time-consuming, and vulnerable to test-retest effects or high attrition over time. Planned missingness designs (PMDs), in which partial data are intentionally collected from all or some of the participants, are viable solutions to these challenges. This article provides an overview of several PMDs with potential utilities in longitudinal studies, including the multi-form designs, multi-method designs, varying lag designs, accelerated longitudinal designs, and efficient designs for analysis of change. For each of the designs, the basic rationale, design considerations, data analysis, advantages, and limitations are discussed. The article is concluded with some general recommendations to developmental researchers and promising directions for future research. K E Y W O R D S accelerated longitudinal designs, efficient designs, longitudinal studies, multi-form designs, planned missingness designs, twomethod designs, varying lag designs Longitudinal panel studies (also termed longitudinal survey studies) are widely used in developmental science to address important research questions on human development across the lifespan. Longitudinal panel studies involve repeatedly collecting measures of target outcomes (e.g., emotional outcomes, gender identity, child abuse, problematic

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A novel item-allocation procedure for the three-form planned missing data design

Cited by 2 publications

References 14 publications

Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

Applying planned missingness designs to longitudinal panel studies in developmental science: An overview

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