Testing a Model of Stress and Health Using Meta-Analytic Path Analysis

Yu, Lifa; Chiu, Chao-Hung; Lin, Yaw-Sheng; Wang, Hsiu‐Hung; Chen, Jew-Wu

doi:10.1097/01.jnr.0000387616.64812.60

Cited by 17 publications

(13 citation statements)

References 25 publications

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“…Running head: META-ANALYTIC PATH ANALYSIS IN PREVENTIVE MEDICINE 5 models in health behavior for many years (e.g., Carraro and Gaudreau, 2013;Hagger and Chatzisarantis, 2009;Hagger et al, 2002;Rich et al, 2015;Yu et al, 2007). To date such tests are relatively rare to the detriment of the advancement of science.…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior

Hagger

Chan

Protogerou

et al. 2016

Preventive Medicine

203

131

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Section: Accepted M Manuscriptmentioning

confidence: 99%

Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior

Hagger

Chan

Protogerou

et al. 2016

Preventive Medicine

203

131

View full text Add to dashboard Cite

“…It represents a robust test in that it is derived from multiple replications and is corrected for artifacts that may have led to a researcher making an incorrect decision as to the acceptance or rejection of the network. The adoption of this analytic approach is on the rise (e.g., Yu et al, 2007;Carraro and Gaudreau, 2013;Hagger et al, , 2017Cheung and Hong, 2017;Credé et al, 2017;Protogerou et al, 2017). For example, Carraro and Gaudreau (2013) conducted a meta-analytic path analysis testing a nomological network in which variables representing planning for physical activity (action planning and coping planning) mediated the relation between intentions and physical activity participation.…”

Section: Meta-analytic Structural Equation Modeling and Nomological Vmentioning

confidence: 99%

On nomological validity and auxiliary assumptions: The importance of simultaneously testing effects in social cognitive theories applied to health behavior and some guidelines

Hagger¹,

Gucciardi²,

chatzisarantis³

2017

Preprint

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Tests of social cognitive theories provide informative data on the factors that relate to health behavior, and the processes and mechanisms involved. In the present article, we contend that tests of social cognitive theories should adhere to the principles of nomological validity, defined as the degree to which predictions in a formal theoretical network are confirmed. We highlight the importance of nomological validity tests to ensure theory predictions can be disconfirmed through observation. We argue that researchers should be explicit on the conditions that lead to theory disconfirmation, and identify any auxiliary assumptions on which theory effects may be conditional. We contend that few researchers formally test the nomological validity of theories, or outline conditions that lead to model rejection and the auxiliary assumptions that may explain findings that run counter to hypotheses, raising potential for 'falsification evasion. ' We present a brief analysis of studies (k = 122) testing four key social cognitive theories in health behavior to illustrate deficiencies in reporting theory tests and evaluations of nomological validity. Our analysis revealed that few articles report explicit statements suggesting that their findings support or reject the hypotheses of the theories tested, even when findings point to rejection. We illustrate the importance of explicit a priori specification of fundamental theory hypotheses and associated auxiliary assumptions, and identification of the conditions which would lead to rejection of theory predictions. We also demonstrate the value of confirmatory analytic techniques, meta-analytic structural equation modeling, and Bayesian analyses in providing robust converging evidence for nomological validity. We provide a set of guidelines for researchers on how to adopt and apply the nomological validity approach to testing health behavior models.

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“…Moreover, it will provide a powerful means for testing broader, richer, and more complex theories that are unlikely to be feasibly tested in any single primary study (Viswesvaran and Ones, 1995; Hunter and Schmitdt, 2004). Additionally, the research results indicated a causal relationship model of both direct and indirect effects in real situations (Bamberg, 2007;Yu and Chiu, 2007). In conclusion, the research indicates that the MASEM is more practical and informative than the traditional meta analytic method.…”

mentioning

confidence: 76%

Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study

Budsankom¹,

Sawangboon²,

Damrongpanit³

et al. 2015

Educ. Res. Rev.

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The purpose of the research is to develop and identify the validity of factors affecting higher order thinking skills (HOTS) of students. The thinking skills can be divided into three types: analytical, critical, and creative thinking. This analysis is done by applying the meta-analytic structural equation modeling (MASEM) based on a database of 166 primary empirical studies. The research results assert the theories and bring conceptual and empirical clarity to the factors affecting HOTS of students and also give readers an understanding of the magnitude and significance of relationships among the variables in the model. MASEM results confirm that classroom environment, psychological and intellectual characteristics of students have direct effects on HOTS (96.8% explained variance). Whereas, the family characteristic had insignificant effects on HOTS but they had indirect effects on HOTS through psychological characteristic. Furthermore, we show that the most direct effects on HOTS were psychological characteristic, classroom environment and intellectual characteristic, respectively. This study provided a holistic view on the relationship of factors affecting HOTS and proposed a direction for future research and practice.Key words: Higher order thinking skills, meta-analytic structural equation modeling, classroom environment, family characteristic, psychological characteristic, intellectual characteristic. INTRODUCTIONHigher Order Thinking Skills (HOTS) is a thinking process, which consists of complicated procedures and needs to be based on various skills such as analysis, synthesis, comparison, inference, interpretation, assessment, and inductive and deductive reasoning to be employed to solve unfamiliar problems (Smith, 1992;Zohar and Dori, 2003). The characteristics of students with HOTS are open-mindedness for risk-taking, curiosity, keen on fact discovery, planning and indicating the most suitable method, have a systems thinking process, think carefully, use evidence to think rationally and frequent self-monitoring (Shari et al., 1993). The students with HOTS are able to create new knowledge and make appropriate and logical decisions. Information and technology advancement greatly influences the current society. Consequently, learning management must be adapted to the current situation/society and focus on improving HOTS of students.There are many concepts of HOTS applied to the educational development of students and these concepts have been studied for years and used for teaching and learning in the classroom and the research of factors contributing to students' HOTS development (Noble and Powell, 1995;Rajendran, 2001;O'Tuel and Bullard, 2001;Marshall , Robert and Horton, 2011;Magno, 2011;Fischer et al., 2011;Kondak and Ayden, 2013). Within the thinking process literature, there are many factors affecting HOTS: classroom environment, family characteristic, psychological characteristic, and intelligence (Horan, 2007;Silvia, 2008;Pannells and Claxton, 2008;Lim and Smith, 2008;Chini et al., 2009;Pascarella ...

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Testing a Model of Stress and Health Using Meta-Analytic Path Analysis

Cited by 17 publications

References 25 publications

Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior

Using meta-analytic path analysis to test theoretical predictions in health behavior: An illustration based on meta-analyses of the theory of planned behavior

On nomological validity and auxiliary assumptions: The importance of simultaneously testing effects in social cognitive theories applied to health behavior and some guidelines

Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study

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