Evidence map›Paper›PMID 29867652›Full record

ArticleFrontiers in psychology2018

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data.

Ji Hoon Ryoo, Cixin Wang, Susan M Swearer, Michael Hull, Dingjing Shi

Abstract read
In one paragraph

Article in Frontiers in psychology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 44 papers.

0numbers the graph read from it
0cells of the map it votes in
44citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

44 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
  4. Article
  5. Article
  6. Article
  7. Article
  8. Article
  9. Article
  10. Article
  11. Introduction to the Best Practice Recommendations for Longitudinal Latent Transition Analysis.International journal of psychology : Journal international de psychologie · 2025
    Article
  12. Article
  13. Article
  14. Article
  15. Article
  16. Article
  17. Article
  18. Examining the Word Level Skill and Reading Comprehension Profiles of Adolescents with and without Specific Learning Disabilities.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2024
    Article
  19. Article
  20. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Ji Hoon RyooDepartment of Educational Leadership, Foundations, and Policy, University of Virginia, Charlottesville, VA, United States.
Cixin WangDepartment of Counseling, Higher Education, and Special Education, University of Maryland, College Park, College Park, MD, United States.
Susan M SwearerDepartment of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
Michael HullDepartment of Educational Leadership, Foundations, and Policy, University of Virginia, Charlottesville, VA, United States.
Dingjing ShiDepartment of Psychology, University of Virginia, Charlottesville, VA, United States.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Applications of latent transition analysis (LTA) have emerged since the early 1990s, with numerous scientific findings being published in many areas, including social and behavioral sciences, education, and public health. Although LTA is effective as a statistical analytic tool for a person-centered model using longitudinal data, model building in LTA has often been subjective and confusing for applied researchers. To fill this gap in the literature, we review the components of LTA, recommend a framework of fitting LTA, and summarize what acceptable model evaluation tools should be used in practice. The proposed framework of fitting LTA consists of six steps depicted in Figure 1 from step 0 (exploring data) to step 5 (fitting distal variables). We also illustrate the framework of fitting LTA with data on concerns about school bullying from a sample of 1,180 students ranging from 5th to 9th grade (mean age = 12.2 years, SD = 1.29 years at Time 1) over three semesters. We identified four groups of students with distinct patterns of bullying concerns, and found that their concerns about bullying decreased and narrowed to specific concerns about rumors, gossip, and social exclusion over time. The data and command (syntax) files needed for reproducing the results using SAS PROC LCA and PROC LTA (Version 1.3.2) (2015) and Mplus 7.4 (Muthén and Muthén, 1998-2015) are provided as online supplementary materials.

Indexed as

latent transition analysisLTA with covariatesmiddle and high schoolsmodel buildingstudent-centered concerns about bullying

Identifiers

PMID29867652
PMCPMC5953336

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.