Structure of Health-enhancing Behavior in Adolescence: A Latent-Variable Approach

1993 ◽  
Vol 34 (4) ◽  
pp. 346 ◽  
Author(s):  
John E. Donovan ◽  
Richard Jessor ◽  
Frances M. Costa
Keyword(s):  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

Distinguishing Adequate Versus Inadequate Cancer Health Literacy Levels: A Discrete Latent Variable Approach

2013 ◽  
Author(s):  
Levent Dumenci ◽  
Robin Matsuyama ◽  
Robert Perera ◽  
Laura Kuhn ◽  
Laura Siminoff
Keyword(s):  
Health Literacy ◽  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

Executive Functions and Metacognitive Monitoring Are Not Interchangeable in Educational Settings: Their Shared and Unique Contribution to Academic Outcomes

2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes
Keyword(s):  
Executive Functions ◽  
Academic Outcomes ◽  
Cognitive Skills ◽  
Latent Variable ◽  
Unique Contribution ◽  
Metacognitive Monitoring ◽  
Cognitive Predictors ◽  
Domain Specific ◽  
Variable Approach ◽  
Latent Variable Approach

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.

scholarly journals Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

2013 ◽  
Vol 85 (4) ◽  
pp. 1346-1356 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Diane L. Putnick ◽  
Joan T. D. Suwalsky
Keyword(s):  
Early Childhood ◽  
Latent Variable ◽  
Language Skill ◽  
Variable Approach ◽  
Core Language ◽  
Latent Variable Approach

scholarly journals Depression, Rumination, and Impulsive Action: A Latent Variable Approach to Behavioral Impulsivity

2021 ◽  
pp. 1-21
Author(s):  
Akira Hasegawa ◽  
Keita Somatori ◽  
Haruki Nishimura ◽  
Yosuke Hattori ◽  
Yoshihiko Kunisato
Keyword(s):  
Latent Variable ◽  
Impulsive Action ◽  
Variable Approach ◽  
Latent Variable Approach ◽  
Behavioral Impulsivity

The latent variable approach as applied to transitive reasoning

2012 ◽  
Vol 27 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Samantha Bouwmeester ◽  
Jeroen K. Vermunt ◽  
Klaas Sijtsma
Keyword(s):  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

Worries and Health in Adolescence: A Latent Variable Approach

1997 ◽  
Vol 26 (4) ◽  
pp. 485-501 ◽  
Author(s):  
Donna Spruijt-Metz ◽  
Rob J. Spruijt
Keyword(s):  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach
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