Analysis of nonorthogonal fixed-effects designs.

Carlson, James E.; Timm, Neil H.

doi:10.1037/h0036936

Cited by 58 publications

(32 citation statements)

References 12 publications

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“…Due to the nonorthogonal designs, and following the recommendations of various authors (e.g. Carlson & Timm, 1974;Stevens, 1986;Maxwell & Delaney, 1990), the 'regression approach' for decomposing sums of squares was employed. In addition, as the assumption of homogeneity was not satisfied in five instances (Bartlett-Box F significant at the .05 level) and one of the cell frequencies in the sixth instance was less than 10 subjects (this being the only instance were the large sample size failed to ensure cell frequencies greater than the adopted criterion of 10 subjects), 15 of the possible 21 ANOVAs were carried out.…”

Section: Relationship Between the Demographic Variables And Stress Famentioning

confidence: 99%

Towards a model for the determinants of occupational stress among schoolteachers

Borg

Riding

1991

Eur J Psychol Educ

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The determinants of stress in teaching were investigated in a context which allowed many of the characteristics of an educational system to be incorporated in the design. Using a specially developed self-report instrument, 545 secondary schoolteachers in Malta reported the perceived levels of stressfulness of 35 items covering various aspects of the teacher's work environment. One-third of the respondents rated being a teacher as either very stressful or extremely stressful. A principal components analysis of the data on the 35 sources of stress yielded a four-factor structure described in terms of 'pupil misbehaviour; 'poor working conditions; 'poor stqff relations' and 'time pressures: Repeated measures ANOVA of the factor scores revealed a number of significant two-way and three-way interactions involving the demographic variables of sex, age, type of teaching post, type of school selectivity, type of single-sex school, size of school, and type of curriculum subject/s taught.

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Section: Relationship Between the Demographic Variables And Stress Famentioning

confidence: 99%

Towards a model for the determinants of occupational stress among schoolteachers

Borg

Riding

1991

Eur J Psychol Educ

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“…The alternative ( ) uses an error term based on only data associated separate-error Data Analytic Practices 7 with the particular levels of the between-subjects factor that are being compared. In the latter approach, which does not assume homogeneity across all factor levels, each pairwise comparison statistic has a separate-error term.In unbalanced (unequal cell sizes) factorial designs, also known as nonorthogonal designs, the sums of squares (SS) for marginal (e.g., main) effects may be computed in different ways.That is, tests of weighted or unweighted means may be performed depending on the hypotheses of interest to the researcher (see Carlson & Timm, 1974). Table 2 contains information pertaining to design characteristics of the 61 betweensubjects articles which were examined in this content analysis.…”

mentioning

confidence: 99%

“…That is, tests of weighted or unweighted means may be performed depending on the hypotheses of interest to the researcher (see Carlson & Timm, 1974). Table 2 contains information pertaining to design characteristics of the 61 betweensubjects articles which were examined in this content analysis.…”

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confidence: 99%

Statistical Practices of Educational Researchers: An Analysis of their ANOVA, MANOVA, and ANCOVA Analyses

Keselman

Huberty²,

Lix³

et al. 1998

Review of Educational Research

480

279

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Articles published in several prominent educational journals were examined to investigate the use of data-analysis tools by researchers in four research paradigms: between-subjects univariate designs, between-subjects multivariate designs, repeated measures designs, and covariance designs. In addition to examining specific details pertaining to the research design (e.g., sample size, group size equality/inequality) and methods employed for data analysis, we also catalogued whether: (a) validity assumptions were examined, (b) effect size indices were reported, (c) sample sizes were selected based on power considerations, and (d) appropriate textbooks and/or articles were cited to communicate the nature of the analyses that were performed. Our analyses imply that researchers rarely verify that validity assumptions are satisfied and accordingly typically use analyses that are nonrobust to assumption violations. In addition, researchers rarely report effect size statistics, nor do they routinely perform power analyses to determine sample size requirements. We offer many recommendations to rectify these shortcomings. Data Analytic Practices 3 Statistical Practises of Educational Researchers:An Analysis of Their ANOVA, MANOVA and ANCOVA Analyses It is well known that the volume of published educational research is increasing at a very rapid pace. As a consequence of the expansion of the field, qualitative and quantitative reviews of the literature are becoming more common. These reviews typically focus on summarizing the results of research in particular areas of scientific inquiry (e.g., academic achievement or English as a second language) as a means of highlighting important findings and identifying gaps in the literature. Less common, but equally important, are reviews that focus on the research process, that is, the methods by which a research topic is addressed, including research design and statistical analysis issues.Methodological research reviews have a long history (e.g., Edgington, 1964; Elmore & Woehlke, 1988 Goodwin & Goodwin, 1985a, 1985bWest, Carmody, & Stallings, 1983).One purpose of these reviews has been the identification of trends in data-analytic practice. The documentation of such trends has a two-fold purpose: (a) it can form the basis for recommending improvements in research practice, and (b) it can be used as a guide for the types of inferential procedures that should be taught in methodological courses, so that students have adequate skills to interpret the published literature of a discipline and to carry out their own projects.One consistent finding of methodological research reviews is that a substantial gap often exists between the inferential methods that are recommended in the statistical research literature and those techniques that are actually adopted by applied researchers (Goodwin & Goodwin, 1985b;Ridgeway, Dunston, & Qian, 1993). The practice of relying on traditional methods of analysis is, however, dangerous. The field of statistics is by no means static; improveme...

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“…(1982) on the analysis of variance of unbalanced data may help to resolve the confused area of unbalanced data. This confusion is of long standing: in addition to the references given by Steinhorst the subject has been extensively discussed by (inter alia) Yates (1934), Wilks (1938), Finney (1948), Elston and Bush (1964), Gosslee and Lucas (1965), Overall and Spiegel (1969), Francis (1973), Urquhart, Weeks and Henderson (1973), Appelbaum and Cramer (1974), Carlson and Timm (1974), Kutner (1974), Hocking and Speed (1975), Golhar and Skilling (1976), Klimko and Nelson (1976), Lewis and John (1976), Hocking (1976), andNeider (1977). A general strategy very similar to that proposed by Steinhorst was given in Aitkin (1978), which also contains an extensive discussion.…”

Section: A Note On Teaching the Concept Of Confidence Intervals Usingmentioning

confidence: 97%

Letters to the Editor

1983

The American Statistician

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Analysis of nonorthogonal fixed-effects designs.

Cited by 58 publications

References 12 publications

Towards a model for the determinants of occupational stress among schoolteachers

Towards a model for the determinants of occupational stress among schoolteachers

Statistical Practices of Educational Researchers: An Analysis of their ANOVA, MANOVA, and ANCOVA Analyses

Letters to the Editor

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