scholarly journals Fraction errors in a digital mathematics environment: Latent class and transition analysis

2019 ◽  
Vol 5 (2) ◽  
pp. 158-188
Author(s):  
Sarah Marina Karamarkovich ◽  
Teomara Rutherford
Keyword(s):  
Mathematics Achievement ◽  
Latent Class ◽  
Latent Transition Analysis ◽  
Class Structure ◽  
Class Membership ◽  
Transition Analysis ◽  
Area Of Interest ◽  
Curricular Design ◽  
Whole Number ◽  
Error Profiles

Student struggles with fractions are well documented, and due to fractions’ importance to later mathematics achievement, identification of the errors students make when solving fraction problems is an area of interest for both researchers and teachers. Within this study, we examine data on student fraction problem errors in pre- and post-quizzes in a digital mathematics environment. Students (n = 1,431) were grouped by prevalence of error types using latent class analysis. Three different classes of error profiles were identified in the pre-quiz data. A latent transition analysis was then used to determine if class membership and class structure changed from pre- to post-quiz. In both pre- and post-quiz, there was a class of students who appeared to be guessing and a class of students who performed well. One class structure was consistent with the idea that early fraction learners rely heavily on whole number principles. Identification of co-occurrence of and changes to fraction errors has implications for curricular design and pedagogical decisions, especially in light of movements toward personalized learning systems.

Maltreatment Type Classifications and Transitions During Childhood for a California Birth Cohort

2021 ◽  
pp. 107755952110067
Author(s):  
John Prindle ◽  
Regan Foust ◽  
Emily Putnam-Hornstein
Keyword(s):  
Childhood Maltreatment ◽  
Child Protection ◽  
Latent Class ◽  
Child Protective Services ◽  
Latent Transition Analysis ◽  
Protective Services ◽  
Transition Analysis ◽  
Children In Foster Care ◽  
Protection Systems ◽  
Maltreatment Type

Childhood maltreatment involves dynamics between the type of maltreatment experienced and the context of maltreatment. Reports of alleged maltreatment to child protective services may overlap and shift over time, complicating understanding of their independent and interacting nature, including how child protection systems respond. Latent class analysis (LCA) and latent transition analysis (LTA) were used to construct data-based models of longitudinal dynamics of alleged maltreatment throughout childhood. We sought to identify patterns leading to system decisions to substantiate allegations of maltreatment and place children in foster care. Using linked birth and child protection records, we defined a cohort of children born in California in 1999, 29.4% of whom had at least one referral for alleged maltreatment before their 18th birthday. Maltreatment and perpetrator indicators were coded, and LCA identified five alleged maltreatment classes and one class of children without referrals. LTA determined consistency of classifications and estimated transitions between classes over age periods. Children with multitype maltreatment patterns or experiences of neglect were most likely to experience future maltreatment allegations. Estimated probabilities of placement indicated children with Multitype Maltreatment allegations were more likely to experience substantiated maltreatment allegations and out-of-home placements. Findings identify a repeatable method for better understanding complex systems.

scholarly journals Where are Children Active and Does it Matter for Physical Activity? A Latent Transition Analysis

2016 ◽  
Vol 13 (12) ◽  
pp. 1294-1300 ◽  
Author(s):  
Natalie Colabianchi ◽  
Jamie L. Griffin ◽  
Kerry L. McIver ◽  
Marsha Dowda ◽  
Russell R. Pate
Keyword(s):  
Physical Activity ◽  
Latent Class ◽  
Latent Transition Analysis ◽  
Latent Classes ◽  
Activity Levels ◽  
Transition Analysis ◽  
Physical Activity Levels ◽  
Latent Transition ◽  
Over Time

Background:Numerous studies have focused on the role of environments in promoting physical activity, but few studies have examined the specific locations where children are active and whether being active in these locations is associated with physical activity levels over time.Methods:Self-reported locations of where physical activity occurred and physical activity measured via accelerometry were obtained for a cohort of 520 children in 5th and 6th grades. Latent class analysis was used to generate classes of children defined by the variety of locations where they were active (ie, home, school grounds, gyms, recreational centers, parks or playgrounds, neighborhood, and church). Latent transition analyses were used to characterize how these latent classes change over time and to determine whether the latent transitions were associated with changes in physical activity levels.Results:Two latent classes were identified at baseline with the majority of children in the class labeled as ‘limited variety.’ Most children maintained their latent status over time. Physical activity levels declined for all groups, but significantly less so for children who maintained their membership in the ‘greater variety’ latent status.Conclusions:Supporting and encouraging physical activity in a variety of locations may improve physical activity levels in children.

scholarly journals Lay Americans’ views of why scientists disagree with each other

2017 ◽  
Vol 27 (7) ◽  
pp. 824-835 ◽  
Author(s):  
Branden B. Johnson ◽  
Nathan F. Dieckmann
Keyword(s):  
Political Ideology ◽  
Scientific Reasoning ◽  
Latent Class ◽  
Class Structure ◽  
Survey Experiment ◽  
Problem Complexity ◽  
Class Membership ◽  
The Past ◽  
Self Interest ◽  
Scientific Positivism

A survey experiment assessed response to five explanations of scientific disputes: problem complexity, self-interest, values, competence, and process choices (e.g. theories and methods). A US lay sample ( n = 453) did not distinguish interests from values, nor competence from process, as explanations of disputes. Process/competence was rated most likely and interests/values least; all, on average, were deemed likely to explain scientific disputes. Latent class analysis revealed distinct subgroups varying in their explanation preferences, with a more complex latent class structure for participants who had heard of scientific disputes in the past. Scientific positivism and judgments of science’s credibility were the strongest predictors of latent class membership, controlling for scientific reasoning, political ideology, confidence in choice, scenario, education, gender, age, and ethnicity. The lack of distinction observed overall between different explanations, as well as within classes, raises challenges for further research on explanations of scientific disputes people find credible and why.

scholarly journals Analysis of Parenting Attitude Types and Influencing Factors of Korean Parents by Using Latent Transition Analysis

2021 ◽  
Vol 18 (14) ◽  
pp. 7394
Author(s):  
Hanna Lee ◽  
Jeong-Won Han
Keyword(s):  
Preschool Children ◽  
Influencing Factors ◽  
Latent Profile Analysis ◽  
Latent Class ◽  
Influential Factors ◽  
Latent Transition Analysis ◽  
Latent Classes ◽  
Transition Analysis ◽  
Latent Transition ◽  
Parenting Attitude

This study aimed to classify the latent class of parenting attitude for parents with preschool children and school-age children, identify the pattern of transition in the type of parenting attitude over time, and determine the influencing factors associated with the transition. A total of 1462 households were the subjects of this longitudinal study that used latent profile analysis, latent transition analysis, and logistic regression analysis. The parenting attitude in the preschool year was classified into a model of three latent classes of ‘parent uninvolved’, ‘maternal authoritative and paternal authoritarian’, and ‘maternal authoritarian and paternal authoritative’, and the parenting attitude in the school year was classified into a model of four latent classes of ‘parent weak uninvolved’, ‘parent strong uninvolved’, parent authoritative’, and ‘maternal authoritarian and paternal authoritative.’ All latent class subjects with preschool children showed an attitude transition to maternal authoritarian and paternal authoritative when their children were in school years. It was confirmed that a mother’s depression and father’s parenting stress were the most influential factors in the parenting attitude transition. This study lay in identifying the patterns of parenting attitude and the transition in attitude according to the developmental stage of children.

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