Latent Classes of Differential Development Trajectories of Peer Relationships and Their Determinants

Sungae Lim

doi:10.17286/kjep.2021.35.1.07

Latent Classes of Differential Development Trajectories of Peer Relationships and Their Determinants

The Korean Journal of Educational Psychology ◽

10.17286/kjep.2021.35.1.07 ◽

2021 ◽

Vol 35 (1) ◽

pp. 149-168

Author(s):

Sungae Lim

Keyword(s):

Peer Relationships ◽

Latent Classes ◽

Differential Development ◽

Development Trajectories

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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Society and Development in China and India; Differential Development and Demographic Dilemma: Perspectives from China and India

Population Studies ◽

10.1080/0032472031000149456 ◽

1996 ◽

Vol 50 (2) ◽

pp. 288-289

Author(s):

P.M. Kulkarni

Keyword(s):

China And India ◽

Differential Development

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On Permissible Attribute Classes in Noncompensatory Cognitive Diagnosis Models

Methodology ◽

10.1027/1614-2241/a000079 ◽

2014 ◽

Vol 10 (3) ◽

pp. 100-107 ◽

Cited By ~ 6

Author(s):

Jürgen Groß ◽

Ann Cathrice George

Keyword(s):

Diagnostic Information ◽

Cognitive Diagnosis ◽

Latent Classes ◽

Psychometric Test ◽

Cognitive Diagnosis Models ◽

Dina Model

When a psychometric test has been completed by a number of examinees, an afterward analysis of required skills or attributes may improve the extraction of diagnostic information. Relying upon the retrospectively specified item-by-attribute matrix, such an investigation may be carried out by classifying examinees into latent classes, consisting of subsets of required attributes. Specifically, various cognitive diagnosis models may be applied to serve this purpose. In this article it is shown that the permission of all possible attribute combinations as latent classes can have an undesired effect in the classification process, and it is demonstrated how an appropriate elimination of specific classes may improve the classification results. As an easy example, the popular deterministic input, noisy “and” gate (DINA) model is applied to Tatsuoka’s famous fraction subtraction data, and results are compared to current discussions in the literature.

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