Working With Missing Values

Acock, Alan C.

doi:10.1111/j.1741-3737.2005.00191.x

Cited by 1,362 publications

(1,073 citation statements)

References 27 publications

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“…The technique chosen for handling missing data was full-information maximum likelihood estimation (FIML). This method has been found to yield more efficient and less biased parameter estimates than traditional methods for dealing with missing data, such as pairwise or listwise deletion of cases (Acock, 2005;Wothke, 2000), and has become a preferred strategy for dealing with missing data (Allison, 2003;Schafer and Graham, 2002). 3 To test for risk moderation of intervention effects on frequency of substance use (AF, DF, CF, MF), MPU, and APU, participants were divided into higher-and lower-risk subgroups, based on their pretest levels of SII.…”

Section: Resultsmentioning

confidence: 99%

Substance use outcomes 5½ years past baseline for partnership-based, family-school preventive interventions

Spoth

Randall

Trudeau

et al. 2008

Drug and Alcohol Dependence

103

110

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This article reports adolescent substance use outcomes of universal family and school preventive interventions 5½ years past baseline. Participants were 1677 7th grade students from schools (N = 36) randomly assigned to the school-based Life Skills Training plus the Strengthening Families Program: For Parents and Youth 10-14 (LST + SFP 10-14), LST-alone, or a control condition. Selfreports were collected at baseline, 6 months later following the interventions, then yearly through the 12th grade. Measures included initiation-alcohol, cigarette, marijuana, and drunkenness, along with a Substance Initiation Index (SII)-and measures of more serious use-frequency of alcohol, cigarette, and marijuana use, drunkenness frequency, monthly poly-substance use, and advanced poly-substance use. Analyses ruled out differential attrition. For all substance initiation outcomes, one or both intervention groups showed significant, positive point-in-time differences at 12th grade and/or significant growth trajectory outcomes when compared with the control group. Although no main effects for the more serious substance use outcomes were observed, a higher-risk subsample demonstrated significant, positive 12th grade point-in-time and/or growth trajectory outcomes for one or both intervention groups on all measures. The observed pattern of results likely reflects a combination of predispositions of the higher-risk subsample, the timing of the interventions, and baseline differences between experimental conditions favoring the control group.

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Section: Resultsmentioning

confidence: 99%

Substance use outcomes 5½ years past baseline for partnership-based, family-school preventive interventions

Spoth

Randall

Trudeau

et al. 2008

Drug and Alcohol Dependence

103

110

View full text Add to dashboard Cite

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“…Missing data for individual Likert items from the SMQ were handled using single imputation via the EM algorithm (Acock, 2005;Dempster, Rubin, and Laird, 1977). Imputations were based on observed relationships between all Likert items within the same year.…”

Section: Participantsmentioning

confidence: 99%

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Fast

Lewis

Bryant

et al. 2010

Journal of Educational Psychology

212

185

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We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (n = 1163) provided self-reports of their perceived math selfefficacy and the degree to which their math classroom environment was masteryoriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of two-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery-oriented had significantly higher levels of math efficacy, and higher levels of math efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed.Math Self-efficacy 3 Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?In the current high-stakes testing environment, any attribute of a student that positively influences achievement is of interest. The degree to which a student believes that he/she is capable of performing specific tasks, referred to as self-efficacy, is particularly relevant given that self-efficacy has been argued to have powerful effects on achievement behavior (Bandura, 1986). Those with higher self-efficacy are proposed to have higher aspirations, stronger commitments to their goals, and recover more quickly from setbacks than those lower in self-efficacy. Beliefs in one's efficacy can vary across academic subjects (e.g. reading vs. writing) and self-efficacy for mathematics has received close attention. Students with higher math self-efficacy persist longer on difficult math problems and are more accurate in math computations than those lower in math self-efficacy (Collins, 1982; Hoffman & Schraw, 2009). Math self-efficacy is also a stronger predictor of math performance than either math anxiety or previous math experience ( Pajares & Miller, 1994; Pajares & Miller, 1995, respectively) and influences math performance as strongly as overall mental ability (Pajares & Kranzler, 1995).The demonstrated importance of self-efficacy in academic achievement has provoked widespread interest in specific factors that affect a student's self-efficacy beliefs. Bandura's (1997) social-cognitive theory proposed that self-efficacy is most strongly affected by one's previous performance and research largely supports this (Chen & Zimmerman, 2007). His theory also suggests that self-efficacy is affected by observing others (e.g. watching peers succeed at a task), verbal persuasion (e.g. encouragement from parents and teachers), and interpretation of physiological states (e.g. Math Self-efficacy 4 lack of anxiety may be a signal that one possesses skills). Although several studies indicate that manipulating features of learning...

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“…Following recommendations by Acock (2005), we ran 20 imputations in which we used gender and age as predictors, as well as all of the aforementioned items (see Participants and Procedure section) but not the victimization measures as dependents and predictors. These imputations were separately performed for the children who had a minimum score of 2 for each of the victimization items and for the children who reported an absence of at least one type of peer victimization.…”

Section: Data Imputation and Regression Analysesmentioning

confidence: 99%

Perceiving Discrimination in “Real Life”: Distinguishing Negative Events From Discrimination Attributions

Thijs

Piscoi

2016

Basic and Applied Social Psychology

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Working With Missing Values

Cited by 1,362 publications

References 27 publications

Substance use outcomes 5½ years past baseline for partnership-based, family-school preventive interventions

Substance use outcomes 5½ years past baseline for partnership-based, family-school preventive interventions

Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?

Perceiving Discrimination in “Real Life”: Distinguishing Negative Events From Discrimination Attributions

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