Analyzing Mixed-Dyadic Data Using Structural Equation Models

Peugh, James; DiLillo, David; Panuzio, Jillian

doi:10.1080/10705511.2013.769395

Cited by 92 publications

(87 citation statements)

References 41 publications

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“…In conducting a dyadic analysis, it needs to be considered whether distinguishable or indistinguishable dyads are studied. Dyadic distinguishability describes whether the two members of a dyad can be differentiated using one distinctive dichotomous variable, which also needs to be relevant to the research question (Peugh, DiLillo, & Panuzio, 2013). The present study presents a case in which the two dyad members cannot be meaningfully differentiated using a withindyad variable, such as sex (Kenny & Cook, 1999), that is indistinguishable dyads (of same-sex friends).…”

Section: Question 3: How Do Character Strengths Relate To Friendship mentioning

confidence: 99%

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents

Wagner

2018

The Journal of Early Adolescence

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This study investigates the role of character strengths in peer relationships among early adolescents. A sample of students (N = 339; X age = 12.84 years, 53.1% female) nominated friends in the classroom and completed assessments of character strengths, the desirability and importance of character strengths in a friend, and friendship quality. Results indicate that the character strengths of honesty, humor, kindness, and fairness were most desirable and important in a friend. Perspective, love, kindness, social intelligence, teamwork, leadership, and humor were associated with higher peer acceptance. Dyadic analyses of mutual best friends suggested that a number of character strengths were also positively related to friend-rated friendship quality. Overall, the results demonstrate the relevance of character strengths for positive peer relationships in adolescents. This study investigates the role of character strengths in peer relationships among early adolescents. A sample of students (N = 339; mean age = 12.84 years, 53.1% female) nominated friends in the classroom and completed assessments of character strengths, the desirability and importance of character strengths in a friend, and friendship quality. Results indicate that the character strengths of honesty, humor, kindness, and fairness were most desirable and important in a friend. Perspective, love, kindness, social intelligence, teamwork, leadership, and humor were associated with higher peer acceptance. Dyadic analyses of mutual best friends suggested that a number of character strengths were also positively related to friend-rated friendship quality.Overall, the results demonstrate the relevance of character strengths for positive peer relationships in adolescents.

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Section: Question 3: How Do Character Strengths Relate To Friendship mentioning

confidence: 99%

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents

Wagner

2018

The Journal of Early Adolescence

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“…(2010 Appendix: Data Analytic Strategy Expanded As stated previously, children were paired into dyads based on several important socioeconomic, demographic, and individual achievement characteristics prior to observational testing. For analysis purposes, the dyads were treated as indistinguishable (see Kenny, Kashy, & Cook, 2006), meaning that, after matching children on the aforementioned descriptive characteristics prior to assessment, no other variable relevant to the research question could meaningfully distinguish "child #1" from "child #2" within a given dyad (Peugh, DiLillo, & Panuzio, 2011) for all child participants in the sample. A researcher might reasonably assume under these design conditions that three sources of response variable variation require proper multilevel modeling: (1) variation in repeated response variable scores nested within individuals (Level-1), (2) variation in average response variable scores among individual members nested within dyads (Level-2), and (3) variation in mean response variable scores across all dyads (Level-3).…”

Section: Resultsmentioning

confidence: 99%

Parent Factors Related to Social Intervention Outcomes: Examining Immediate and Delayed Responders

Stanton‐Chapman¹,

Peugh²,

Carter³

et al. 2012

JEDP

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The purpose of this study was to explore several family-related factors that may be associated with treatment response to an evidence-based social communication intervention targeting preschoolers with disabilities or at-risk. We used multilevel modeling to conduct retrospective analyses of data collected across a series of single-case intervention studies. Forty-six preschoolers participated in the study. The results of the positive peer interactions analyses indicated that children from married, separated, or widowed homes and children with mothers with high maternal education levels tended to interact more positively with their peers and decreased in their amount of play verbalizations over time relative to children whose parents were divorced or had low maternal education levels. Similar data patterns were found for both the immediate responders (e.g., children who make immediate progress once an intervention program has begun) and delayed responders (e.g., children who make changes in behavior after receiving a few or several intervention sessions).

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“…Mixed-dyadic data (teachers vs. parents evaluations of the same children, as in case of current research) demand additional statistical analyses that appropriately model the variation within dyads and between dyads (Gonzales & Griffin, 2012;Kenny, Kashy, & Cook, 2006;Peugh, DiLillo, & Panuzio, 2013). These dyads data are distinguishable (distinct evaluations of parents and teachers) in contrast to twin studies.…”

Section: Analyzing Mixed-dyadic Data Using Path Analysesmentioning

confidence: 98%

“…However, in our statistical analyses we will apply more advanced path dyadic models (Peugh, DiLillo, & Panuzio, 2013) that are more appropriate to integrate mixed-dyadic data (i.e., teachers' and parents' evaluations of the same children).…”

Section: Introductionmentioning

confidence: 99%

Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

Orylska¹,

Brzezicka²,

Racicka-Pawlukiewicz³

et al. 2016

Polish Psychological Bulletin

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Analyzing Mixed-Dyadic Data Using Structural Equation Models

Cited by 92 publications

References 41 publications

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents

Good Character Is What We Look for in a Friend: Character Strengths Are Positively Related to Peer Acceptance and Friendship Quality in Early Adolescents

Parent Factors Related to Social Intervention Outcomes: Examining Immediate and Delayed Responders

Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

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