Configural frequency trees

被引:3
作者
Wiedermann, Wolfgang [1 ,2 ]
Herman, Keith C. [1 ,2 ]
Reinke, Wendy [1 ,2 ]
von Eye, Alexander [3 ]
机构
[1] Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO 65211 USA
[2] Univ Missouri, Missouri Prevent Sci Inst, 13B Hill Hall, Columbia, MO 65211 USA
[3] Michigan State Univ, Dept Psychol, E Lansing, MI 48824 USA
关键词
configural frequency analysis; model-based recursive partitioning; moderation; person-oriented research; regression trees; PERSON-ORIENTED APPROACH; DEVELOPMENTAL PSYCHOPATHOLOGY; CONDUCT PROBLEMS; TESTS; PARADIGM; MODELS; ENVIRONMENTS; DEPRESSION; BEHAVIORS; PATTERNS;
D O I
10.1017/S0954579421000018
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Although variable-oriented analyses are dominant in developmental psychopathology, researchers have championed a person-oriented approach that focuses on the individual as a totality. This view has methodological implications and various person-oriented methods have been developed to test person-oriented hypotheses. Configural frequency analysis (CFA) has been identified as a prime method for a person-oriented analysis of categorical data. CFA searches for configurations in cross-classifications and asks whether the number of observed cases is larger (CFA type) or smaller (CFA antitype) than expected under a probability model. The present study introduces a combination of CFA and model-based recursive partitioning (MOB) to test for type/antitype heterogeneity in the population. MOB CFA is well suited to detect complex moderation processes and can distinguish between subpopulation and population types/antitypes. Model specifications are discussed for first-order CFA and prediction CFA. Results from two simulation studies suggest that MOB CFA is able to detect moderation processes with high accuracy. Two empirical examples are given from school mental health research for illustrative purposes. The first example evaluates heterogeneity in student behavior types/antitypes, the second example focuses on the effect of a teacher classroom management intervention on student behavior. An implementation of the approach is provided in R.
引用
收藏
页码:1585 / 1603
页数:19
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