Structural Equation Modeling (SEM)

Categorization of SEM
Major components include:
Path analysis Confirmatory factor analysis

Categorization of SEM
When SEM is useful:
When you need to deal with latent (unobserved) constructs. When you have a strong theoretical background to your data (a priori hypothesis). When you are examining complex relationships. When you have access to a large sample.

Simultaneous Multiple Relationship

Conventional multiple regression technique is typically piecemeal in nature and does not provide information regarding the hypothesized models goodness of-fit Without information about the models goodness-of-fit, it is difficult to assess the adequacy of the theory underlying the hypothesized model.

 SEM, on the other hand, is able to estimate the multiple and interrelated dependence relationships simultaneously. Because it tests the model as a whole, rather than in a piecemeal fashion, statistics can be calculated to show the goodness-of-fit of the data to the hypothesized model.

Able to Represent Unobserved (Latent)

SEM, on the other hand, has the ability to incorporate latent (or unobserved) variables in the analysis. A latent variable is a hypothesized or unobserved construct and as such, cannot be measured directly. It can only be approximated by observable or measured variables.

 For example, a researcher wants to investigate the pattern of relationships between three psychological constructs: aggression, authoritarianism, and intelligence All three constructs cannot be directly observed and, therefore, cannot be directly measured.

 They are measured indirectly using various types of scale items, from questionnaires and inventories.

SEM is not only in social sciences

Social Psychology
Structural equation modeling the use of a risk assessment instrument in child protective services A Structural Equation Model of Social Influences and Exposure to Media Smoking on Adolescent Smoking

Business/ Commerce
Application of structural equation modeling to evaluate the Intention of shippers to use Internet services in liner shipping. Human Capital and SME Internationalization: A Structural Equation Modeling Study

Health/Medicine
Application of Structural Equation Modeling to Health Outcomes Research Structural equation modeling of sleep apnea, inflammation, and metabolic dysfunction in children

What is path analysis?

Extension of multiple regression allowing us to consider more than one DV at a time and more importantly, allowing variables to be both DVs AND IVs.
In other words, it permits us to consider chains of association, such that A can influence B, and B in turn can affect C. Therefore, B is an DV because its affected by A, but also an IV since it predicts C.
A B C

What is path analysis?

New terminology:
exogenous variable= Not influenced by any other model variables endogenous variable = Influenced by other model variables. = Error term of observed variables

Limitation: can only handle variables that are observed.

Path Analysis diagram

Extension of path analysis in SEM

Instead of being limiting to drawing paths among observed variables (as in path analysis), in SEM we can draw paths among latent variables.
What are latent variables?
Abstract, unobserved variables indirectly measured through their effects on observable variables. IQ, self-esteem and depression are good examples.

But theres more

SEM is also in part composed of a form of factor analysis called Confirmatory Factor Analysis or CFA. So, lets now discuss CFA and how it differs from the more commonly encountered forms of factor analysis.

What is factor analysis (FA)?

Originally, this technique was used to EXAMINE/EXPLORE the data till something desired was revealed. Premises:
have many variables and want to examine if they can be explained by a smaller number of factors. No a priori hypothesis (impossible to even indicate a hunch to the program) as to which variables will cluster together on which factor.

CFA presents a revised FA

The major difference is that an a priori hypothesis is essential:
which variables grouped together as manifestations of an underlying construct and fits the model

Like with path analysis, it can be helpful to draw hypothesized relations in a diagram.
Most commonly used computer programs, such as LISREL (SSI, Lincolnwood, IL), AMOS (SPSS, Chicago, IL), EQS (Multivariate Software, Encino, CA), and Mplus (Muthn & Muthn, Los Angeles, CA), accept these diagrams as input.

CFA diagram

Error

Latent variable Observed Variables

Combining both for SEM

Path

Path

Path

Combining both for SEM

Instead of being limited to drawing paths among the measured variables, as we were with path analysis, we can draw paths among the latent variables. Each of the latent variables has ideally 3 or more associated measured variables, so that each latent variable becomes a small CFA in its own right.

Constructing diagrams
3 types of diagram symbols used in SEM:
Rectangles: observed variables (endogenous AND exogenous); Circles : disturbance, or error terms; Ovals : latent variables.

Constructing diagrams
Linking the symbols Direction of arrows between symbols are important:
for the analyses as a reflection of the underlying theory of latent variables, CFA, and SEM in general.

Combining both for SEM

Path

Path

Path

Squared values of the path coefficient (SMR)

SMR = Squared value of path coefficients Interpreted like an R2 multiple regression

in terms of how much of the variance in one variable is explained by, or is in common with, the other variable.

Error variances

Error variances = # over the arrows between the

error terms and the observed variables. NB: (SMR + error variance per variable) = 1
all the variance of a variable is divided between that shared with the latent variable and error.

Path coefficients

Path coefficient is equivalent to the factor loadings in FA. Therefore, this is a regression value.
Standardized coefficients range: -1 to 1 > value = stronger association

Suppose you want to study instructors USE of ICT

ICT Use; Experience; IT-Efficacy; Job Satisfaction

JobSat

USE

IT-efficacy

experience

review of related literature may support you to propose the following RQs

1. Does instructors IT-efficacy influence their ICTuse? 2. Does experience determine their use of ICT? 3. Does IT-use affect instructors job satisfaction? 4. Do instructors IT-efficacy and experience indirectly influence their job satisfaction?

e1
1

jobsat
Q3

USE
Q2 1 Q1

e2 EFFICACY EXPERIEN

Q5

If you have (i) the data (SPSS); (ii) AMOS software, then . . .

e1 jobsat
.38

USE
.43 -.28

e2 EFFICACY EXPERIEN

.01

Suppose you want to verify that

Students understanding of scientific concepts (posttest) is determined by

1. 2. 3. Prior achievement in science Prior achievement in English General scientific knowledge (Pretest achievement)

How would you get the results?

Be Familiar With:
Path diagram Observed var Exogenous var Endogenous var Para estimates Path coefficients Covariances Residual/error Path analysis

Additional Terms latent variables

measurement model structural model measurement error factor loading direct causal effect Multiple Group Analysis Time-Series Analysis

Chi-Square

369.861 df 20 p .000 CFI .611 RMSEA .246

.22 .47 .43 .41 .80

qol1
.18

e1 e2
.17

qol2 qol3
.64

e3 e4
.62

qol4 qol5 qol6

.62 .11

QLO

.79 .79

e5 e6 e7
.14

Measurement Invariance

.34 .37

qol7 qol8

e8

Measurement Model of quality of Life Index

Confirmatory Factor Analysis

WRITING ARTICLE FOR SEM

OUTPUT

Abstract Introduction Hypothesized Model Method Statistical analysis Results

STATISTICAL ANALYSIS TECHNIQUE

What is SEM Why SEM used in this study What is the software involve in estimating SEM? What is the approach used in estimating SEM?

BASIC TERMS AND CONCEPTS

exogenous variable endogenous variable observed; manifest; indicator variables unobserved variable; latent var; factors; construct measurement model structural model path diagram parameter estimates; path coefficient; factor loading measurement errors; residuals identification; just identified

RESULTS

HOW TO DO IT
Model specification Model estimation Assessment of model adequacy

MODEL FIT THE DATA ADEQUATELY?

NEXT
Model revision, if necessary Comparing competing models

CONCLUSION AND DISCUSSION

Yield an empirically model ? Most important determinant of the endogenous variable? What are the attributes of that determinant? Positive or negative influences? Direct or indirect influences?

BASIC APPROACH TO WRITE SEM JOURNAL

ARTICLE

EXAMPLE

STRUCTURAL EQUATION MODELING OF THE STUDENT ONLINE ACADEMIC PERSISTENCE MODEL

ICCE Professional Development Conference March 18th, 2010
51

Sonia R. Strevy, PhD, RN Indiana Wesleyan University sonia.strevy@indwes.edu

PURPOSE OF PRESENT STUDY

The purpose was to advance this theory development by determining the model fit of the Student Online Academic Persistence model.

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RESEARCH QUESTIONS
1.

What paths provide the best fit for the model: Student Online Academic Persistence? What are the structural effects of the model: Student Online Academic Persistence? How well does the model fit the theory set forth: Student Online Academic Persistence?

2.

3.

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STUDENT ONLINE ACADEMIC PERSISTENCE (2010)

Motivation Technology self-efficacy Goal orientation Intrinsic Goal commitment Complete program of study Decision-Making Continual cost-benefit appraisal Intent to Intent to

Persistence persist leave Context Satisfaction with institution Satisfaction with faculty

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METHOD
A structural equation modeling (SEM) analysis of student persistence was undertaken using the Mplus statistical program, Version 5.21 SEM was selected as a statistical methodology due to several advantages over regression modeling

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PROCEDURE
Structural Equation Modeling Three Step Process 1. Path Analysis- analysis of variables 2. Confirmatory Factor Analysis- number of factors and corresponding indicators are specified 3. Structural Regression Model- Synthesis of #1 and #2.

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Findings
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GOODNESS OF FIT
Recommendations are to use at least 4 Goodness of Fit tests: Chi-Square Test of Model Fit Chi-Square (df= 31) Significance level: p<= .001 CFI- Comparative fit index RMSEA- Root mean square error of approximation SRMR- Standardized root mean square residual

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Structural Equation Model (n=712) Student Online Academic Persistence

0.45***

Goal Commit Tech SE Goal- Int

0.74***

0.88***

0.35*** 0.26***

Motivation

0.88***

R2=0.76 0.54***

0.24**

R2=0.35

0.65***

0.93***

Decision making
-0.01 0.81*** 0.90*** 0.89***

0.59***

Persistence
0.72*** 0.83***

0.11

Sat. Inst Sat. Fac

0.94***

Context
0.71*** 0.54***

cba1
0.34***

cba2
0.20***

cba3
0.21***

pers1
0.49***

pers2
0.32***

Model fit: Chi-square=99.20 (31);p<=.0001 CFI=.967 RMSEA=.056 90% CI=(.044,.068) SRMR=.035 *p<.05; **p<.01; ***p<.001

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RESEARCH QUESTION #1
What paths provide the best fit for the model: Student Online Academic Persistence? The best fit resulted in the model when Extrinsic Goal Motivation and Learned Resourcefulness were removed

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RESEARCH QUESTION #2
What are the structural effects of the model: Student Online Academic Persistence? Motivation explains most of the variance Motivation predicts Decision Making Decision Making predicts Persistence Context does not predict Decision Making

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RESEARCH QUESTION #3
How well does the model fit the theory set forth: Student Online Academic Persistence? There was a good fit of the resultant model.
Chi-Square= 99.2 (df= 31) Significance level: p<= .001 (Close to 1.0) (Comparative fit index) CFI= .967 RMSEA= .056 (< .06) (Root mean square error of approximation) SRMR= .035 (< than .05) (Standardized root mean square
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residual)

Implications
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MOTIVATION IS IMPORTANT

Motivation (latent variable) explains most of the variance Factors: Goal Commitment Technology Self Efficacy Intrinsic Goal Orientation
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MOTIVATION PREDICTS DECISION MAKING Students who report high levels of motivation also report the benefits in continuing education out-weigh the costs.

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DECISION MAKING PREDICTS PERSISTENCE

Students who report the benefits of continuing education out-weigh the costs are more likely to intend to persist in educational goals.
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CONTEXT DOES NOT PREDICT DECISION MAKING

There was no relationship between reported satisfaction with the institution or the faculty and the students report of decision making.
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RECOMMENDATIONS
Understanding and supporting the adult student in commitment to educational goal, technology self efficacy and intrinsic goal orientation could assist the student in program retention.

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RECOMMENDATIONS
Providing counseling to adult students along the educational process by formalizing the continual process of cost-benefit appraisal may help to support the student and assist in clarification of the impact of this thought process on goal attainment.

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RECOMMENDATIONS FOR ADMINISTRATION

Review policies/procedures/processes Convenient for whom? Listen to students/review data Student concerns Both in and out of classroom Decision making- often not linear process Students- may not be fully aware reasons for withdrawal

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RECOMMENDATIONS FOR FURTHER RESEARCH

Replicate in Diverse Populations Adult Programs Certificate Offerings Continuing Education (CEs, CEUs)

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