Introduction to Multilevel Modeling With IBM SPSS

Heck, Ronald H.; Thomas, Scott L.; Tabata, Lynn N.

doi:10.4324/9780367824273-1

Cited by 68 publications

(110 citation statements)

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“…At Step 2, the variables “Condition” and “Time” (each dummy coded 0 and 1) were added into the model, followed by covariates (baseline time of enrollment, gender, and youth age) at Step 3. As indicated by chi-square statistics for the change in −2 Log Likelihood, adding the covariates significantly improved the model ( p = .01) for all outcomes of interest (Heck et al, 2010). For parent-report models, baseline youth internalizing variables (each anxiety, depressive symptoms) were added as additional covariates, given the presence of baseline between-groups differences on these variables.…”

Section: Resultsmentioning

confidence: 96%

Tuning in to Teens: Investigating moderators of program effects and mechanisms of change of an emotion focused group parenting program.

Kehoe

Havighurst

Harley

2020

Developmental Psychology

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In recent years emotion socialization theory (Eisenberg, Cumberland, & Spinrad, 1998) has begun to be used in parenting interventions, allowing an important and effective method for testing the theory. The current study is one such example, and examined moderators of program effects and mechanisms of change in an emotion-focused group parenting program, Tuning in to Teens (TINT), to determine whether an intervention with this theoretical approach would be effective in improving adolescent internalizing difficulties. Schools were randomized into intervention and control conditions. Data was collected from 225 parents and 224 youth during the young person’s final year of elementary school (6th grade) and again, 10 months later in their first year of secondary school (7th grade). Those in the intervention condition received a 6-session program targeting parent emotion awareness/regulation, parental beliefs about emotion and parents’ emotion coaching skills. Multilevel analyses were conducted to examine moderators of the intervention and regression analyses were conducted to examine mediators of program effects. Results showed greater benefits for intervention subgroups with high preintervention scores on youth anxiety. Parental internalizing difficulties and parental difficulties in emotion awareness/regulation did not moderate program effects. Mediation analyses supported emotion socialization theory and showed parents’ who participated in the TINT parenting program reported improvements in their own awareness/regulation and emotion socialization, which were, in turn, related to reductions in youth internalizing difficulties.

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Section: Resultsmentioning

confidence: 96%

Tuning in to Teens: Investigating moderators of program effects and mechanisms of change of an emotion focused group parenting program.

Kehoe

Havighurst

Harley

2020

Developmental Psychology

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“…To examine TSE change, a four-step procedure of multilevel modelling was applied to analyse the data in SPSS (see Heck et al, 2013). A null model was fit first to explore whether multilevel modelling was warranted.…”

Section: Methodsmentioning

confidence: 99%

“…-2LL was calculated as the models for each subdomain were nested sequentially. Smaller values of -2LL indicate a better fit and the significance of improvements (Δ -2LL) were tested based on the chi-square distribution with degrees of freedom equal to the additional parameters estimated (Field, 2013; Heck et al, 2013). Results are reported based on the best-fit model.…”

Section: Methodsmentioning

confidence: 99%

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

McMaugh

Cavanagh

2022

Australian Journal of Education

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This article aims to contribute new, longitudinal evidence on teacher self-efficacy (TSE) by investigating changes in TSE over the last 2 years of an Australian initial teacher education program. Two hundred and one pre-service teachers were surveyed at three timepoints: (1) after the first professional experience placement, (2) before and (3) after the final placement, using the Scale for Teacher Self-Efficacy. Data were analysed using multilevel modelling. TSE for the domains of classroom management and student engagement decreased significantly between the first and before the commencement of the last professional experience placements. All three dimensions of TSE – instructional strategies, student engagement and classroom management – increased significantly during the final placement.

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“…Other terms estimated the relation between child maltreatment and sleep (β 3 ), the cross-level interaction between child maltreatment and daily stress (β 4 ), and the Level 2 interaction between childhood maltreatment and aggregated stress (β 5 ). The Level 1 (daily) and Level 2 (aggregated) stress variables were tested in the same model (per Heck et al, 2014, p. 106).…”

Section: Methodsmentioning

confidence: 99%

Relations among daily stressors, childhood maltreatment, and sleep in college students.

Kaubrys¹,

Baker²,

Frazier³

et al. 2021

Journal of Counseling Psychology

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This study aimed to assess (a) the within-and between-person associations between daily stress and sleep; (b) the relation between childhood maltreatment and sleep; and (c) whether the relation between stress and sleep was moderated by the extent of childhood maltreatment among college students. Participants (N = 181) comprised the active control group in a previous intervention study. Participants completed a self-report measure of childhood maltreatment and 14 daily self-report measures of stressor exposure and severity (evenings) and 6 sleep measures (e.g., quality, duration; mornings). Experiencing more daily stressors than usual (within-person relation) was significantly associated with delayed sleep latency (i.e., time falling asleep). Greater daily stressor severity was also significantly associated with lower sleep efficiency within persons. Participants who reported more stressors in general had shorter sleep duration, poorer sleep quality, and less restful sleep (between-person relations). Students who reported more childhood maltreatment also reported significantly lower quality sleep and feeling less rested upon awakening. Childhood maltreatment did not moderate the within-person association between daily stress and sleep. Unexpectedly, at the between-person level, maltreatment moderated the association between stressors and stressor severity and several sleep parameters (e.g., efficiency and latency) such that there was a weaker relation between stress and sleep among those with more maltreatment. Interventions on campus could aim to reduce stress and improve sleep. Additional awareness of the prevalence of maltreatment and how it may be related to sleep also appears warranted. Public Significance StatementCollege students' daily sleep is related both to the number of daily stressors they experienced and the amount of maltreatment they experienced as children. Stress management interventions might improve sleep, and greater attention needs to be paid to the prevalence of maltreatment among college students and how it may relate to student health.

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Introduction to Multilevel Modeling With IBM SPSS

Cited by 68 publications

References 0 publications

Tuning in to Teens: Investigating moderators of program effects and mechanisms of change of an emotion focused group parenting program.

Tuning in to Teens: Investigating moderators of program effects and mechanisms of change of an emotion focused group parenting program.

Changes in pre-service teacher self-efficacy for teaching in relation to professional experience placements

Relations among daily stressors, childhood maltreatment, and sleep in college students.

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