Structural Equation Modeling With AMOS

Basic Concepts, Applications, and Programming, Third Edition

Barbara M. Byrne

• Publisher: Routledge
• Year: 2016
• eBook ISBN: 9781317633129
• Topic: Psychology
• Subtopic: Education Theory & Practice
• Index: Psychology

This bestselling text provides a practical guide to structural equation modeling (SEM) using the Amos Graphical approach. Using clear, everyday language, the text is ideal for those with little to no exposure to either SEM or Amos. The author reviews SEM applications based on actual data taken from her own research. Each chapter "walks" readers through the steps involved (specification, estimation, evaluation, and post hoc modification) in testing a variety of SEM models. Accompanying each application is: an explanation of the issues addressed and a schematic presentation of hypothesized model structure; Amos input and output with interpretations; use of the Amos toolbar icons and pull-down menus; and data upon which the model application was based, together with updated references pertinent to the SEM model tested.

Thoroughly updated throughout, the new edition features:

• All new screen shots featuring Amos Version 23.
• Descriptions and illustrations of Amos' new Tables View format which enables the specification of a structural model in spreadsheet form.
• Key concepts and/or techniques that introduce each chapter.
• Alternative approaches to model analyses when enabled by Amos thereby allowing users to determine the method best suited to their data.
• Provides analysis of the same model based on continuous and categorical data (Ch. 5) thereby enabling readers to observe two ways of specifying and testing the same model as well as compare results.
• All applications based on the Amos graphical mode interface accompanied by more "how to" coverage of graphical techniques unique to Amos.
• More explanation of key procedures and analyses that address questions posed by readers
• All application data files are available at www.routledge.com/9781138797031.

The two introductory chapters in Section 1 review the fundamental concepts of SEM methodology and a general overview of the Amos program. Section 2 provides single-group analyses applications including two first-order confirmatory factor analytic (CFA) models, one second-order CFA model, and one full latent variable model. Section 3 presents multiple-group analyses applications with two rooted in the analysis of covariance structures and one in the analysis of mean and covariance structures. Two models that are increasingly popular with SEM practitioners, construct validity and testing change over time using the latent growth curve, are presented in Section 4. The book concludes with a review of the use of bootstrapping to address non-normal data and a review of missing (or incomplete) data in Section 5.

An ideal supplement for graduate level courses in psychology, education, business, and social and health sciences that cover the fundamentals of SEM with a focus on Amos, this practical text continues to be a favorite of both researchers and practitioners. A prerequisite of basic statistics through regression analysis is recommended but no exposure to either SEM or Amos is required.

section two

Single-Group Analyses

Confirmatory Factor Analytic Models

Chapter 3Application 1: Testing the Factorial Validity of a Theoretical Construct (First-Order CFA Model)

Chapter 4Application 2: Testing the Factorial Validity of Scores from a Measurement Scale (First-Order CFA Model)

Chapter 5Application 3: Testing the Factorial Validity of Scores from a Measuring Scale (Second-Order CFA Model)

Full Latent Variable Model

Chapter 6Application 4: Testing the Validity of a Causal Structure

Confirmatory Factor Analytic Models

chapter three

Application 1: Testing the Factorial Validity of a Theoretical Construct

(First-Order CFA Model)

Key Concepts

•Hypothesized models conceptualized within a matrix format

•Error/uniqueness parameters

•Congeneric measures

•Working with model-refining tools in Amos Graphics

•Specification of data in Amos Graphics

•Calculation of estimates in Amos Graphics

•Selection of textual versus graphical output in Amos Graphics

•Evaluation of parameter estimates

•Evaluation of model as a whole

-model-fitting process

-issue of statistical significance in SEM

-estimation process

-goodness-of-fit statistics

-separate computation of standardized RMR

•Issue of model misspecification

•Use and interpretation of modification indices

•Use and interpretation of standardized residuals

•Calculation of standardized root mean square residual

•Post hoc analyses: Justification versus no justification

Our first application examines a first-order CFA model designed to test the multidimensionality of a theoretical construct. Specifically, this application tests the hypothesis that self-concept (SC), for early adolescents (Grade 7), is a multidimensional construct composed of four factors—general SC (GSC), academic SC (ASC), English SC (ESC), and mathematics SC (MSC). The theoretical underpinning of this hypothesis derives from the hierarchical model of SC proposed by Shavelson, Hubner, and Stanton (1976). The example is taken from a study by Byrne and Worth Gavin (1996) in which four hypotheses related to the Shavelson et al. model were tested for three groups of children—preadolescents (Grade 3), early adolescents (Grade 7), and late adolescents (Grade 11). Only tests bearing on the multidimensional structure of SC, as they relate to grade 7 children, are of interest in the present chapter. This study followed from earlier work in which the same 4-factor structure of SC was tested for adolescents (see Byrne & Shavelson, 1986), and was part of a larger study that focused on the structure of social SC (Byrne & Shavelson, 1996). For a more extensive discussion of the substantive issues and the related findings, readers should refer to the original Byrne and Worth Gavin (1996) article.

The Hypothesized Model

At issue in this first application is the plausibility of a multidimensional SC structure for early adolescents. Although numerous studies have supported the multidimensionality of the construct for Grade 7 children, others have counter argued that SC is less differentiated for children in their pre- and early adolescent years (e.g., Harter, 1990). Thus, the argument could be made for a 2-factor structure comprising only GSC and ASC. Still others postulate that SC is a unidimensional structure so that all facets of SC are embodied within a single SC construct (GSC). (For a review of the literature related to these issues, see Byrne, 1996.) The task presented to us here, then, is to test the original hypothesis that SC is a 4-factor structure comprising a general domain (GSC), an academic domain (ASC), and two subject-specific domains (ESC; MSC), against two alternative hypotheses: (a) that SC is a 2-factor structure comprising GSC and ASC, and (b) that SC is a 1-factor structure in which...

Table of contents

• Cover Page
• Half-Title Page
• Seies Page
• Title Page
• Copyright Page
• Brief Contents
• Table of Contents
• Preface
• Acknowledgments
• About the Author
• Section I: Introduction
• Section II: Single-Group Analyses
• Section III: Multiple-Group Analyses
• Section IV: Other Important Applications
• Section V: Other Important Topics
• References
• Author Index
• Subject Index