Académique Documents
Professionnel Documents
Culture Documents
1. COURSE DESCRIPTION/OBJECTIVES
This course is intended to provide a comprehensive introduction to social science measurement models and struc-
tural equation modelling (SEM) commonly known as the LISREL/EQS models Structural equation modeling is a
regression-based technique that incorporates elements of path analysis and confirmatory factor analysis to model
structural relationships and measurement properties, respectively. The general goal of the course is to provide a
thorough background in the conceptual aspects, broad statistical underpinnings, and application of this method that
will facilitate your ability to conceptualize hypothesis testing in an SEM framework, estimate and evaluate hypoth-
esized models, write results sections detailing SEM findings, and be able to competently review the SEM analyses
of others (as in peer review).The emphasis is on applications and applying the relevant techniques wisely for data
analysis which requires a good understanding of the corresponding theories and the relevant assumptions. At the
end of the course, we expect participants to have a solid, conceptual foundation of structural modeling issues, be
able to analyze data using an SEM package (AMOS and/or EQS), critically evaluate professional articles, and write
up SEM results.
2. COURSE MATERIALS
Principal text * Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Pro-
gramming, Third Edition, Barbara M. Byrne (2016), Routledge, Taylor & Francis Group, New York
*Note: Acquisition of the principal text, or of some other book at a similar level, is advised. However, the lectures may
not directly follow any particular text book and may contain materials not found in any of them. The chapters and sec-
tions listed below correspond to the principal text. (See tentative schedule)
Other Materials:
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 1
Textbooks: Hoyle, R. H., Editor (2012), Handbook of Structural Equation Modeling, The Gilford
Press, NY.
Bollen, Kenneth A., (1989), Structural Equations with Latent Variables, John
Wiley and Sons, New York. (A good classical book difficult to obtain)
3. INSTRUCTIONAL METHODS
The course will be taught using a lecture, discussion, and report model. Major issues and concepts will be
initially introduced by the instructor in a lecture format with discussion of related readings. To consolidate
understanding, students are expected to study these concepts and report on a topic of their choice with
consent and guidance from the instructor. In addition to lecture and discussion, to facilitate students un-
derstanding and usage of the software, the instructor will provide examples of computer input and output
of relevant topics and an opportunity for students to reproduce them in a computer lab. The instructor
notes will be posted in advance on Moodle. Students are encouraged to peruse and review these notes pri-
or to attending each class and read the relevant chapters of the text.
4. COURSE OBJECTIVES
1. Understand the process of measurement in social science, the meaning of reliability, validity and apply
them for operationally defining various concepts that they may use in their research.
2. Differentiate between the classical approaches and the modern approaches for assessing psychometric
properties of a measurement instrument.
3. Understand the applications of factor analysis in the literature and evaluate them critically.
4. Demonstrate skill and self-confidence in undertaking a study involving instrument development and
modelling.
5. Apply confirmatory factor analysis and the related techniques to an area of empirical research.
6. Evaluate the effect of measurement error on validity of statistical inference and utilize techniques for
correcting parameter estimates in the presence of measurement error.
7. Conduct path analysis and formulate a research problem involving latent variables into testable hypoth-
eses through structural equation modelling.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 2
8. Use a structural equation-modelling program such as EQS or LISREL in a meaningful fashion.
5. INTEGRATION
6. EVALUATION
Students will be required to carry out a project. You will be expected to attend all class (Tuesday) having read
all assigned materials. You will be expected to complete two homework assignments wherein you analyze data
via SEM, and two peer review of SEM articles (one to be presented in the class).
Finally, you will be required to complete a final project, where you test a particular hypothesis using
SEM techniques and write an APA style methods and results section detailing your findings. You will turn in
an outline of your project idea approximately 1/2 of the way through the semester so that we can evaluate the
appropriateness of the idea for the final project. You will give a brief overview of your project and findings to
the class via powerpoint presentation during the last week of class.
Specific EVALUATION*
The final grade will be based on at least 2 assignments which will be due at various points during the term, a
term project and presentation. Assigned tasks are to be handed in at the beginning of class on due dates.
Evaluation will be based on assignments, data analysis projects, a final project, presentation of a topic of your
choice, and active class participation as follows:
Participation (active) 5%
Assignments/Data Analysis 20%
Presentation (article) 20%
Final Project (Individual) 40%
Presentation (project) 5%
Letter Grades
Assignment/Homework/Data Analysis
A typed cover page giving the student's name, assignment number, and due date should accompany
the submissions. As much as possible, answers should be typed and supporting output clearly labeled.
The homework assignments will constitute 25% of the total mark for the course.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 3
Project ( Individual project)
The Objective of the term project is the resolution of one important problem of choice and a clear in-
terpretation in terms of the subject-matter concepts. Individual proposal describing the project for ap-
proval as to its suitability for the course must be submitted no later than the beginning of week 6 of
the term.
Projects will involve both statistical and pragmatic issues. Grades will be awarded based on student
proficiency in handling both the theoretical and the pragmatic challenges of each proposed project.
The quality of the presentation in the report will also be a significant factor. The students who have
well thought out justified reasons for their results and who are able to explain and demonstrate their
thinking will receive the highest grades. Statistical results without analysis, justification, and explana-
tion is of no value. The project report is worth 40% of the total mark for the course. Additional 5% is
assigned for the short presentation.
Students are free to discuss homework assignments and projects among each other on a conceptual
level. However, wholesale copying of problem solutions is prohibited. Late assignments are unac-
ceptable.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 4
Reading List and Weekly Schedule (tentative)
(Make sure to read at least the indicated chapters of the handbook or the references marked with an as-
terisk before the class and participate in class discussion)
Week 1:
Introduction
READINGS:
*Rodgers, J. L. (2010). The epistemology of mathematical and statistical modeling: A quiet methodo-
logical revolution. American Psychologist, 65, 1-12.
*Christof Nachtigall, Ulf Kroehne, Friedrich Funke, Rolf Steyer (2003). (Why) Should We Use
SEM?: Pros and Cons of Structural Equation Modeling, Methods of Psychological Research Online
2003, Vol.8, No.2, pp. 1-22
Bollen, Kenneth A. (1989), Structural Equations with Latent Variables, New York: John Wiley and
Sons. (Chapter 2)
Geoffrey M. Maruyama (1997), Basics of Structural Equations Modeling, Sage publications, Califor-
nia (chapters 3 & 8)
*Chapter 3 Byrne
Geoffrey M. Maruyama (1997), Basics of Structural Equations Modeling, Sage publications, Califor-
nia (chapters 3 & 4)
Bollen, Kenneth A. (1989), Structural Equations with Latent Variables, New York: John Wiley and
Sons. (Chapter 4)
*Greenland, Sander, James J. Schlesselman, and Michael H. Criqui (1986), The Fallacy of Employing
Standardized Regression Coefficients and Correlations as Measures of Effect, American Journal of
Epidemiology, 123 (February), 203-208.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 5
Week 3 (September 20):
Continuation of the AMOS/EQS model and demo of the AMOS/EQS program
*Chapter 2 Byrne
*Get Running with AMOS Graphics, IBM SPSS Amos 22 Users Guide by James L. Arbuckle
*Chapter 19, Handbook of Structural Equation Modeling.
*Byrne, B. M., (2006), Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming,
3nd edition, Rutledge Publications
EQS 6 Structural Equations Program Manual, Multivariate Software, Inc. Peter M. Bentler (2006). (Chapter 2, pag-
es 21-43, Chapter 3)
Week 5 (October 4)
Confirmatory Factor Analysis and demonstration of AMOS/EQS
*Byrne chapter 3, 4
Zimmerman, D.W., Zumbo, B.D., & Lalonde, C. (1993). Coefficient alpha as an estimate of test reliability under vio-
lation of two assumptions. Educational and Psychological Measurement, 53, 33-49.
Miller, Michael B. (1995), Coefficient Alpha: A Basic Introduction From the Perspectives of Classical Test Theory
and Structural Equation Modeling, Structural Equation Modeling, 2 (3), 255-273.
Fit indices
*Chapter 13, Handbook of Structural Equation Modeling
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 6
Hu Li-tze and Bentler Peter.M (1999), "Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conven-
tional Criteria Versus New Alternativs" Structural Equation Modeling 6(1), 1-55.
Ding, Lin, Wayne F. Velicer, and Lisa L. Harlow (1995), Effects of Estimation Methods, Number of Indicators Per
Factor, and Improper Solutions on Structural Equation Modeling Fit Indices, Structural Equation Modeling, 2 ( 2),
119-143.
*Bollen, Kenneth A. (1989), Structural Equations with Latent Variables, New York: John Wiley and Sons. (Chapters
6, 8).
*Byrne 10
Bollen KA, Lennox R. Conventional wisdom in measurement: a structural equation perspective. Psychological Bul-
letin 1991; 110(2):305314.
Diamantopoulos A, Siguaw JA (2006). Formative versus reflective indicators in organizational measure develop-
ment: A comparison and empirical illustration. British Journal of Management 17(4):263282.
Diamantopoulos A (2006). The error term in formative measurement models: interpretation and modelling implica-
tions. Journal of Modeling in Management;1(1):717.
Edwards J, Bagozzi R (2000). On the nature and direction of relationships between constructs and measures. Psycho-
logical Methods 5(2):155174.
MIMIC
Bollen, K.A. And Lennox, R. (1991). Conventional wisdom on measurement: a structural equation perspective.
Psychological Bulletin, 110 (2): 305-314.
Bollen, K.A. (1989). Structural equation with latent variables. New York: Wiley Interscience.
Byrne, B.M. and Goffin, R.D. (1993). Modeling MTMM data from additive and multip.
PLS
Fornell, C., & Cha, J. (1994), Partial least squares. In R.P. Bagozzi (Ed.), Advanced Methods of Marketing Re-
search (pp. 52-78), Cambridge, MA: Blackwell Business.
Joreskog, K.G., & Wold, H. (1982). The ML and PLS techniques for modeling with latent variables: Historical and
comparative aspects. In K.G. Joreskog, & Ketterlinus, R.D. et al. (1990). Partial least squares analysis in develop-
mental psychopathology. Development and psychopathology, 1, 351-371.
Wold, H. (1982). Soft modeling: the basic design and some extensions. In K.G. Joreskog & H. Wold (ed.), Systems
under Indirect Observation: Causality, Structure, Prediction, Vol.2, North-Holland, Amsterdam, p1-54.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 7
Week 9 (November 1)
Causality, Analysis of Experimental data, Multiple Groups and Analysis of Categorical Data.
Causality
*Chapter 5, Handbook of Structural Equation Modeling
*Byrne 5, 6, 9, 10
Bullock, Heather E., Lisa L. Harlow, and Stanley A. Mulaik (1994), Causation Issues in Structural Equation Model-
ing Research, Structural Equation Modeling, 1 (3), 253-267.
Mulaik, Stanley A., and Lawrence R. James (1995), Objectivity and Reasoning in Science and Structural Structural
Equation Modeling: Concepts, Issues and Applications, Thousand Oaks, CA: Sage, 118-137.
Multiple Groups
*Chapter 23, Handbook of Structural Equation Modeling
Raykov, T., & Marcoulides, G.A. (2000). A method for comparing completely standardized solutions in multiple
groups. Structural Equation Modeling, 7, 292-308.
Byrne, B. M., (2006), Structural Equation Modeling with EQS: Basic Concepts, Applications, and Programming,
2nd edition, Sage Publications
Categorical Data
*Chapter 12, Handbook of Structural Equation Modeling
Week 10 (November 8)
Second-Order Factor Model, Structural Analysis of Correlation Matrix, Means and Covariance Structure,
and Sample Size and Power
*Byrne chapter 5
Bagozzi, Richard P. and Todd F. Heatherton (1994), A General Approach to Representing Multifaceted Personality
Constructs: Application to State Self-Esteem, Structural Equation Modeling, 1 (1), 35-67.
Byrne, Barbara M. (1995), Strategies in Testing for an Invariant Second-Order Factor Structure: A Comparison of
EQS and LISREL, Structural Equation Modeling, 2 (1), 53-72.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 8
Aiken, L.S., Stein, J.A., & Bentler, P.M. (1994). Structural equation analyses of clinical subpopulation differences
and comparative treatment outcomes: Characterizing the daily lives of drug addicts. Journal of Consulting and Clin-
ical Psychology, 62, 488-499.
Browne, M.W., & Arminger, G. (1995). Specification and estimation of mean- and covariance-structure models. In
G. Arminger, C.C. Clogg, & M.E. Sobel (eds.), Handbook of statistical modeling for the social and behavioral sci-
ences (pp. 185-241). New York: Plenum Press.
Sorbom, D. (1982). Structural equation models with structured means. In K.G. Joreskog & H. Wold (Eds.) Systems
under indirect observation: Causality, structure.
Yuan, K.-H., & Bentler, P. M. (1997). Mean and covariance structure analysis: Theoretical and practical improve-
ments. Journal of the American Statistical Association, 92, 767-774.
Week 11 (November 11) Mediator and Moderator, Latent Variables Interaction and Analysis of Time Series
data
*Chapter 25, Handbook of Structural Equation Modeling
Brown, R.L. (1997). Assessing specific mediational effects in complex theoretical models. Structural equation
modeling, 4, 142-156.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological re-
search: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology,51, 1173-
11.
Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators 10
and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Con-
sulting and Clinical Psychology, 65, 599-610.
Finch, J.F., West, S.G., & MacKinnon, D. (1997). Effects of sample size and nonnormality on the estima-
tion of mediated effects in latent variables models. Structural Equation Modeling, 4, 87-107.
MacKinnon, Lockwood, Hoffman, West, & Sheets, 2002, A comparison of methods to test mediation and
other intervening variable effects. Psychological Methods, 7(1), 83-104).
Judd, C.M., Kenny, D.A., & McClelland, G.H. (2001). Estimating and testing mediation and moderation
in within-subjects designs. Psychological Methods, 7, 115-134.
MacKinnon, D. P., & Dwyer, J. H. (1993). Estimating mediated effects in prevention studies. Evaluation
Review, 17, 144-158.
MacKinnon, D.P., Lockwood, C.M., Hoffman, J. M.,West, S.G., & Sheets, V. (2002) A comparison of
methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83-104.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 9
Kenny, D. A., & Judd, C. M. (1984). Estimating the nonlinear and interactive effects of latent variables. Psycholog-
ical Bulletin, 96, 201-210.
Bollen and Paxton (1998), "Interactions of Latent Variables in Structural Equation Modeling," Structural Equation
Modeling, 5 (3), 267-293.
Multi-level modeling
*Chapter 30, Handbook of Structural Equation Modeling
Kaplan and Elliott (1997), "A Didactic Example of Multilevel Structural Equation Modeling Applicable to the
Study of Organizations," Structural Equation Modeling, 4 (January), 1-24..
Week 13 (November 25) Presentation of projects, review, and a group lunch (optional)
The following chapter/papers provide guidelines for reporting SEM results
*Chapters 21, Handbook of Structural Equation Modeling
Boomsma, A. (2000). Reporting analyses of covariance structures. Structural Equation Modeling, 7, 461-483.
Raykov, Tenko, Adrian Tomer, and John R. Nesselroade (1991), Reporting Structural Equation Modeling Results
in Psychology and Aging: Some Proposed Guidelines, Psychology and Aging, 6 (4), 499-503.
McDonald, R.P., Ho, M-H. R. (2002). Principles and practice in reporting structural equation analyses. Psychologi-
cal Methods, 7, 64-82.
Hoyle, Rick H. and Abigail T. Panter (1995), Writing About Structural Equation Models, in Rick H. Hoyle (Ed.),
Structural Equation Modeling: Concepts, Issues and Applications, Thousand Oaks, CA, Sage, 158-176.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 10
Academic Integrity
The integrity of University academic life and of the degrees, diplomas and certificates the University confers is
dependent upon the honesty and soundness of the instructor-student learning relationship and, in particular, that of
the evaluation process. As such, all students are expected to be honest in all of their academic endeavors and rela-
tionships with the University, (Academic Code of Conduct, art. 1)
All students enrolled at Concordia are expected to familiarize themselves with the contents of this Code. You are
strongly encouraged to visit the following web address:
http://johnmolson.concordia.ca/images/stories/undergrad_prog/undergrad_landing_page/docs/academic_integrity_may2009.pdf.
___________________________________________________________________________
Plagiarism:
The most common offense under the Academic Code of Conduct is plagiarism which the Code defines as "the
presentation of the work of another person as one's own or without proper acknowledgement." This could be
material copied word for word from books, journals, internet sites, professor's course notes, etc. It could be material
that is paraphrased but closely resembles the original source. It could be the work of a fellow student, for example,
an answer on a quiz, data for a lab report, a paper or assignment completed by another student. It might be a paper
purchased through one of the many available sources. Plagiarism does not refer to words alone _ it can also refer to
copying images, graphs, tables, and ideas. "Presentation" is not limited to written work. It also includes oral presen-
tations, computer assignments and artistic works. Finally, if you translate the work of another person into French or
English and do not cite the source, this is also plagiarism.
In Simple Words:
DO NOT COPY, PARAPHRASE OR TRANSLATE ANYTHING FROM ANYWHERE WITHOUT
SAYING FROM WHERE YOU OBTAINED IT!
___________________________________________________________________________
DISCLAIMER
In the event of extraordinary circumstances beyond the University's control, the content
and/or evaluation scheme in this course is subject to change.
ADMIN 820 Measurement, Factor Analysis and Structure Equation Modelling Fall 2016
| 11