PSYC 556 Structural Equation Modeling

Fall 2017, Ko University

Instructor: Yasemin Kisbu-Sakarya

Office Hours: Monday 16:00-17:00 or by appointment
Office Location: SOS Z13D
Office Phone: 1114
Email: ykisbu@ku.edu.tr

Class Location: Eng B20 B

Class Hours: Tu 10-12:45

Course Assistants: Ezgi Gr (e-mail: egur14@ku.edu.tr )

TA Office hours: To be announced
In addition to office hours, if you would like to meet your TA, you need to make your
appointments 48 hours ahead of the time.

Course Prerequisites:

PSYC 501 and PSYC 502 (or consent of the instructor). A strong background in single-equation
regression models is assumed.

Course Description

Structural equation models are a class of statistical techniques that incorporate regression
analysis, path analysis, confirmatory factor analysis, and full scale models incorporating both
measurement and structural components. These techniques are useful for both experimental and
non-experimental data; for cross-sectional data sets; for group comparisons; and for longitudinal
data sets, including the modeling of growth trajectories. Many of these techniques are based on
large N statistical theory hence they are most readily applicable to large N data sets. They can
with some cautions be applied to smaller N data sets, particularly when variables are
experimentally manipulated and/or the models being investigated are relatively simple.
The course will have three goals: (a) To provide students with a conceptual
understanding of this family of techniques; (b) to provide students with some of the
mathematical/statistical underpinnings of these techniques; and to (c) introduce students to some
of the major computer software in the area. We will focus on the Mplus program. The course will
meet 2.5 hours per week, divided between lecture/discussion and computer software sessions.

Text

There is no current text in this area at the appropriate level. A suggested reading list including
articles and book chapters is provided. I will be uploading specific articles and chapters to our
Blackboard course page each week.

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Useful books you may consider to order online or via KU bookstore (some of them are also
available in soft copy at online stores):

Rex B. Kline. Principles and Practice of Structural Equation Modeling. The Guilford Press.
Raykov, T. & Marcoulides, G.A. (2006). A first course in structural equation modeling. Mahwah,
NJ: Lawrence Earlbaum Associates.
Ken A. Bollen. 1989. Structural Equations with Latent Variables. Wiley Press.
Wang, J. & Wang, X. (2012). Structural Equation Modeling: Applications Using MPlus. Wiley.

Software books:

Byrne, B.M. (2011). Structural equation modeling with Mplus: Basic concepts, applications and
programming. New York: Routledge, Taylor & Francis Group.
Kelloway, E.K. (2015). Using MPlus for Structural Equation Modeling. Sage.

Software

The course is going use MPlus. You can download the free version of the software at the
following website. Please note that the demo version can only handle a maximum number of 6
dependent variables and 2 independent variables. The full version of MPlus will be available on
selected computers in the assigned computer lab.
https://www.statmodel.com/demo.shtml

Weekly Assignments

Approximately every other week there will be an assignment requiring you to apply the
knowledge from the previous weeks(s) (there will be approximately 5 assignments). Most of the
assignments will be extensive. The purpose of the assignments will be to provide a medium
through which you really learn the material. You are free to discuss the assignments with your
classmates; however, it is important for you to do the write-ups and the computer work yourself.
Otherwise, there will be little benefit in taking the course.

Exams

The extensive weekly assignments serve in lieu of exams.

Extra Credit

There will be 3% extra credit for class attendance and participation. Students are expected to
participate in class discussions and ask for clarification.

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Topics Outline:

1. Introduction and philosophy of SEM.

Brief review of regression.

2. Brief review of matrix algebra.

Steps in SEM: Model formulation, identification, estimation, fit evaluation, modification.

3. Path analysis.
Introduction to MPlus software.

4. Model Fit.
Mediation and Moderation.

5. Confirmatory factor analysis (CFA) and measurement models.

Specification of CFA models, identification, testing, higher order CFA models (second-
order, bifactor models), model comparison (nested and non-nested), special topics in
CFA.

6. Measurement invariance.

7. Structural equations with latent variables.

8. Intro to longitudinal models.

Intro to LGM.

9. Sample size in SEM.

10. Intro to missing data.

11. Special topics in SEM (if time left)

Articles and book chapters at the appropriate level will be uploaded to Blackboard every week.
Below is a list of highly cited readings on each topic.

Other readings

Measurement Models
Bollen, K.A. (2002) Latent variables in psychology and the social sciences. Annual Review of
Psychology.
Bollen, K. A., & Lennox, R. D. (1991). Conventional wisdom on measurement: A structural
equation perspective. Psychological Bulletin, 110, 305-314.

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DeShon, R. P. (1998). A cautionary note on measurement error corrections in structural equation
models. Psychological Methods, 4, 412-423.
Edwards, J. R., & Bagozzi, R. P. (2000). On the nature and direction of relationships between
constructs and measures. Psychological Methods, 5, 155-174.
Assessing Fit
Hu, L.-Z. & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary
Journal, 6, 1-55.
Kaplan, D. (1990). Evaluating and modifying covariance structure models: A review and
recommendation. Multivariate Behavioral Research, 25, 285-305.
MacCallum, R. C. (2003). Working with imperfect models. Multivariate Behavioral Research,
38, 113-139.
Tomarken, A.J., & Waller, N.G. (2003). Potential problems with well fitting models. Journal
of Abnormal Psychology, 112, 578-598.
Reporting Models
McDonald, R.P. & Ho, M.-H. R. (2002). Principles and practice in reporting structural equation
analyses. Psychological Methods, 7, 64-82.
Hoyle, R.H. & Panter, A.T. (1995). Writing about structural equation modeling. In R.H. Hoyle
(Ed.), Structural Equation Modeling: Concepts, Issues, and Applications (pp. 158-176). Thousand
Oaks, CA: Sage.
Multiple (Observed) Groups Models / Measurement Invariance Testing
Cheung, G. W., & Rensvold, R. B. (1999). Testing factorial invariance across groups: a
reconceptualization and proposed new method. Journal of Management, 25, 127.
Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing
measurement invariance. Structural Equation Modeling, 9, 233255.
Vandenberg, R. J. (2002). Toward a further understanding of an improvement in measurement
invariance methods and procedures. Organizational Research Methods, 5, 139158.
Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance
literature: Suggestions, practices, and recommendations for organizational research.
Organizational Research Methods, 3, 469.
Moderation / Interaction Effects
Marsh, H., Wen, Z., & Hau, K. (2004). Structural equation models of latent interactions:
evaluation of alternative estimation strategies and indicator construction. Psychological Methods,
9, 275-300.

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Ping, R. A. (1996). Latent variable interaction and quadratic effect estimation: A two-step
technique using structural equation analysis. Psychological Bulletin, 119, 166- 175.
Schumacker, R., & Marcoulides, G. (1998). Interaction and nonlinear effects in structural
equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Mediation (Indirect Effects)
Bollen, K.A. (1987). Total, direct, and indirect effects in structural equation models. Sociological
Methodology 17, 37-69.
Bullock, J. G., Green, D. P., & Ha, S. E. (2010). Yes, but whats the mechanism? (Dont expect
an easy answer). Journal of Personality and Social Psychology, 98, 550-558.
Fox, J. (1980). Effects analysis in structural equation models. Sociological Methods and
Research, 9, 3-28.
MacKinnon (2008). Introduction to statistical mediation analysis. New York: Lawrence Erlbaum
Associates, Taylor and Francis Group.
Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New
procedures and recommendations. Psychological Methods, 7, 422-445.
Latent Curve Analysis
Bollen, K.A. & Curran, P. J. (2006). Latent Curve Models: A Structural Equation Perspective.
New York: Wiley
Curran, P.J., Bauer, D.J., & Willoughby, M.T. (2004). Testing and probing main effects and
interactions in latent curve analysis. Psychological Methods, 9, 220-237.
Duncan, T. E., Duncan, S. C., & Strycker, L. A. (2006). Latent variable growth curve modeling.
Mahwah, NJ: Erlbaum.
Power and Sample Size
MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis.
Psychological Methods, 4, 8499.
MacCallum, R.C., Browne, M.W. & Sugawara, H.M. (1996). Power analysis and determination
of sample size for covariance structure modeling. Psychological Methods, 1, 130-149.
Muthn, L.K & Muthn, B.O. (2002). How to use a Monte Carlo study to decide on sample size
and determine power. Structural Equation Modeling: A Multidisciplinary Journal, 9, 599-620.

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 Academic Integrity

Students are expected to follow Ko University policy for academic conduct. Please
review the information provided on the University main homepage from the following links:

Rules and Regulations: http://dos.ku.edu.tr/regulations

Classroom Code of Conduct: http://vpaa.ku.edu.tr/academic/classroom-code-of-conduct
Student Code of Conduct: http://vpaa.ku.edu.tr/academic/student-code-of-conduct

Academic Dishonesty

Ko University Statement on Academic Honesty with Emphasis on Plagiarism

Ko University expects all its students to perform course-related activities in accordance

with the rules set forth in the Student Code of Conduct (http://vpaa.ku.edu.tr/academic/student-
code-of-conduct). Actions considered as academic dishonesty at Ko University include but are
not limited to cheating, plagiarism, collusion, and impersonating. This statements goal is to draw
attention to cheating and plagiarism related actions deemed unacceptable within the context of
Student Code of Conduct:
All individual assignments must be completed by the student himself/herself, and all team
assignments must be completed by the members of the team, without the aid of other individuals.
If a team member does not contribute to the written documents or participate in the activities of
the team, his/her name should not appear on the work submitted for evaluation.
Plagiarism is defined as borrowing or using someone elses written statements or ideas
without giving written acknowledgement to the author. Students are encouraged to conduct
research beyond the course material, but they must not use any documents prepared by current or
previous students, or notes prepared by instructors at Ko University or other universities without
properly citing the source. Furthermore, students are expected to adhere to the Classroom Code
of Conduct (http://vpaa.ku.edu.tr/academic/classroom-code-of-conduct) and to refrain from all
forms of unacceptable behavior during lectures. Failure to adhere to expected behavior may result
in disciplinary action.
There are two kinds of plagiarism: Intentional and accidental. Intentional plagiarism
(Example: Using a classmates homework as ones own because the student does not want to
spend time working on that homework) is considered intellectual theft, and there is no need to
emphasize the wrongfulness of this act. Accidental plagiarism, on the other hand, may be
considered as a more acceptable form of plagiarism by some students, which is certainly not
how it is perceived by the University administration and faculty. The student is responsible from
properly citing a source if he/she is making use of another persons work. For an example on
accidental plagiarism, please refer to the document titled An Example on Accidental
Plagiarism.
If you are unsure whether the action you will take would be a violation of Ko
Universitys Student Code of Conduct, please consult with your instructor before taking that
action.

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 An Example on Accidental Plagiarism
This example is taken from a document prepared by the City University of New York.
The following text is taken from Elaine Tyler Mays Myths and Realities of the
American Family:

Because women's wages often continue to reflect the fiction that men earn the family
wage, single mothers rarely earn enough to support themselves and their children
adequately. And because work is still organized around the assumption that mothers stay
home with children, even though few mothers can afford to do so, child-care facilities in
the United States remain woefully inadequate.

Below, there is an excerpt from a students homework, who made use of Mays original text:
As Elaine Tyler May points out, women's wages often continue to reflect the fiction
that men earn the family wage (588). Thus many single mothers cannot support themselves and
their children adequately. Furthermore, since work is based on the assumption that mothers stay
home with children, facilities for day care in this country are still woefully inadequate (May
589).

You may think that there is no plagiarism here since the student is citing the original
author. However, this is an instance of accidental plagiarism. Although the student cites May and
uses quotation marks occasionally, the rest of the sentences, more specifically the following
section: Thus many single mothers cannot support themselves and their children adequately.
Furthermore, since work is based on the assumption that mothers stay home with children,
facilities for day care in this country are still woefully inadequate. (May 589) almost exactly
duplicates Mays original language. So, in order to avoid plagiarism, the student either had to use
quotation marks for the rest of the sentences as well, or he/she had to paraphrase Mays ideas by
using not only his/her own words, but his/her own original ideas as well. You should keep in
mind that accidental plagiarism often occurs when the student does not really understand the
original text but still tries to make use of it. Understanding the original text and understanding
why you agree or disagree with the ideas proposed in that text is crucial both for avoiding
plagiarism and for your intellectual development.

Reference(s):
Avoiding and Detecting Plagiarism: A Guide for Graduate Students and Faculty.
The Graduate Center. City University of New York, 2012. Web.
<http://www.gc.cuny.edu/CUNY_GC/media/CUNY-Graduate-
Center/PDF/Publications/AvoidingPlagiarism.pdf>