Dealing With Artificially Dichotomized Variables in Meta-Analytic Structural Equation Modeling

被引:4
作者
de Jonge, Hannelies [1 ]
Jak, Suzanne [1 ]
Kan, Kees-Jan [1 ]
机构
[1] Univ Amsterdam, Dept Child Dev & Educ, POB 15776, NL-1001 NG Amsterdam, Netherlands
来源
ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY | 2020年 / 228卷 / 01期
关键词
meta-analytic structural equation modeling; artificially dichotomized variables; point-biserial correlation; biserial correlation; CONFIDENCE-INTERVALS; MATRICES;
D O I
10.1027/2151-2604/a000395
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Meta-analytic structural equation modeling (MASEM) is a relatively new method in which effect sizes of different independent studies between multiple variables are typically first pooled into a matrix and next analyzed using structural equation modeling. While its popularity is increasing, there are issues still to be resolved, such as how to deal with primary studies in which variables have been artificially dichotomized. To be able to advise researchers who apply MASEM and need to deal with this issue, we performed two simulation studies using random-effects two stage structural equation modeling. We simulated data according to a full and partial mediation model and systematically varied the size of one (standardized) path coefficient (beta(MX) = .16, beta(MX) = .23, beta(MX) =.33), the percentage of dichotomization (25%, 75%, 100%), and the cut-off point of dichotomization (.5,.1). We analyzed the simulated datasets in two different ways, namely, by using (1) the pointbiserial and (2) the biserial correlation as effect size between the artificially dichotomized predictor and continuous variables. The results of these simulation studies indicate that the biserial correlation is the most appropriate effect size to use, as it provides unbiased estimates of the path coefficients in the population.
引用
收藏
页码:25 / 35
页数:11
相关论文
共 44 条
[1]   A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses [J].
Ahn, Soyeon ;
Ames, Allison J. ;
Myers, Nicholas D. .
REVIEW OF EDUCATIONAL RESEARCH, 2012, 82 (04) :436-476
[2]  
Becker B.J., 2009, HDB RES SYNTHESIS ME, P377
[3]   Special issue - Teaching statistics [J].
Becker, BJ .
JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS, 1996, 21 (01) :1-2
[4]   USING RESULTS FROM REPLICATED STUDIES TO ESTIMATE LINEAR-MODELS [J].
BECKER, BJ .
JOURNAL OF EDUCATIONAL STATISTICS, 1992, 17 (04) :341-362
[5]   Special issue on meta-analytic structural equation modeling: introduction from the guest editors [J].
Cheung, Mike W. -L. ;
Hafdahl, Adam R. .
RESEARCH SYNTHESIS METHODS, 2016, 7 (02) :112-120
[6]   metaSEM: an R package for meta-analysis using structural equation modeling [J].
Cheung, Mike W. -L. .
FRONTIERS IN PSYCHOLOGY, 2015, 5
[7]   Comparison of methods for constructing confidence intervals of standardized indirect effects [J].
Cheung, Mike W. -L. .
BEHAVIOR RESEARCH METHODS, 2009, 41 (02) :425-438
[8]   Fixed- and random-effects meta-analytic structural equation modeling: Examples and analyses in R [J].
Cheung, Mike W-L .
BEHAVIOR RESEARCH METHODS, 2014, 46 (01) :29-40
[9]   Meta-analytic structural equation modeling: A two-stage approach [J].
Cheung, MWL ;
Chan, W .
PSYCHOLOGICAL METHODS, 2005, 10 (01) :40-64
[10]  
Cheung MWL, 2015, Meta-Analysis: A Structural Equation Modeling Approach, P1, DOI 10.1002/9781118957813