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Ryoo JH, Wang C, Swearer SM, et al. Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data. Front Psychol. 2018;9:675doi: 10.3389/fpsyg.2018.00675.
Ryoo, J. H., Wang, C., Swearer, S. M., Hull, M., & Shi, D. (2018). Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data. Frontiers in psychology, 9675. https://doi.org/10.3389/fpsyg.2018.00675
Ryoo, Ji Hoon, et al. "Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data." Frontiers in psychology vol. 9 (2018): 675. doi: https://doi.org/10.3389/fpsyg.2018.00675
Ryoo JH, Wang C, Swearer SM, Hull M, Shi D. Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data. Front Psychol. 2018 May 08;9:675. doi: 10.3389/fpsyg.2018.00675. eCollection 2018. PMID: 29867652; PMCID: PMC5953336.
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Front Psychol. 2018 May 08;9:675. doi: 10.3389/fpsyg.2018.00675. eCollection 2018.

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data.

Frontiers in psychology

Ji Hoon Ryoo, Cixin Wang, Susan M Swearer, Michael Hull, Dingjing Shi

Affiliations

  1. Department of Educational Leadership, Foundations, and Policy, University of Virginia, Charlottesville, VA, United States.
  2. Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, College Park, MD, United States.
  3. Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
  4. Department of Psychology, University of Virginia, Charlottesville, VA, United States.

PMID: 29867652 PMCID: PMC5953336 DOI: 10.3389/fpsyg.2018.00675

Abstract

Applications of latent transition analysis (LTA) have emerged since the early 1990s, with numerous scientific findings being published in many areas, including social and behavioral sciences, education, and public health. Although LTA is effective as a statistical analytic tool for a person-centered model using longitudinal data, model building in LTA has often been subjective and confusing for applied researchers. To fill this gap in the literature, we review the components of LTA, recommend a framework of fitting LTA, and summarize what acceptable model evaluation tools should be used in practice. The proposed framework of fitting LTA consists of six steps depicted in Figure 1 from step 0 (exploring data) to step 5 (fitting distal variables). We also illustrate the framework of fitting LTA with data on concerns about school bullying from a sample of 1,180 students ranging from 5th to 9th grade (mean age = 12.2 years, SD = 1.29 years at Time 1) over three semesters. We identified four groups of students with distinct patterns of bullying concerns, and found that their concerns about bullying decreased and narrowed to specific concerns about rumors, gossip, and social exclusion over time. The data and command (syntax) files needed for reproducing the results using SAS PROC LCA and PROC LTA (Version 1.3.2) (2015) and Mplus 7.4 (Muthén and Muthén, 1998-2015) are provided as online supplementary materials.

Keywords: LTA with covariates; latent transition analysis; middle and high schools; model building; student-centered concerns about bullying

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