Sideridis Georgios D, Tsaousis Ioannis, Al-Harbi Khaleel
Boston Children's Hospital, Harvard Medical School, Boston, MA, United States.
National and Kapodistrian University of Athens, Athens, Greece.
Front Psychol. 2021 Feb 26;12:624221. doi: 10.3389/fpsyg.2021.624221. eCollection 2021.
The purpose of the present study was to profile high school students' achievement as a function of their demographic characteristics, parent attributes (e.g., education), and school behaviors (e.g., number of absences). Students were nested within schools in the Saudi Arabia Kingdom. Out of a large sample of 500k, participants involved 3 random samples of 2,000 students measured during the years 2016, 2017, and 2018. Randomization was conducted at the student level to ensure that all school units will be represented and at their respective frequency. Students were nested within 50 high schools. We adopted the multilevel latent profile analysis protocol put forth by Schmiege et al. (2018) and Mäkikangas et al. (2018) that account for nested data and tested latent class structure invariance over time. Results pointed to the presence of a 4-profile solution based on BIC, the Bayes factor, and several information criteria put forth by Masyn (2013). Latent profile separation was mostly guided by parents' education and the number of student absences (being positive and negative predictors of high achievement classes, respectively). Two models tested whether the proportions of level 1 profiles to level 2 units are variable and whether level 2 profiles vary as a function of level 1 profiles. Results pointed to the presence of significant variability due to schools.
本研究的目的是根据高中生的人口统计学特征、家长属性（如教育程度）和学校行为（如缺勤次数）来描述他们的学业成就。学生嵌套于沙特阿拉伯王国的学校中。在50万的大样本中，参与者包括2016年、2017年和2018年测量的3个各有2000名学生的随机样本。随机化在学生层面进行，以确保所有学校单位都能被代表且具有各自的频率。学生嵌套于50所高中内。我们采用了Schmiege等人（2018年）和Mäkikangas等人（2018年）提出的多水平潜在剖面分析方案，该方案考虑了嵌套数据，并检验了潜在类别结构随时间的不变性。结果表明，基于贝叶斯信息准则（BIC）、贝叶斯因子以及Masyn（2013年）提出的几个信息标准，存在一个四剖面解决方案。潜在剖面分离主要由家长的教育程度和学生缺勤次数指导（分别是高成就类别的正向和负向预测因素）。两个模型检验了一级剖面与二级单位的比例是否可变，以及二级剖面是否随一级剖面而变化。结果表明，由于学校的原因存在显著的变异性。
