计量经济分析 = Econometric analysis

Summary

The use of both linear and generalized linear mixed-effects models (LMMs and GLMMs) has become popular not only in social and medical sciences, but also in biological sciences, especially in the field of ecology and evolution. Information criteria, such as Akaike Information Criterion (AIC), are usually presented as model comparison tools for mixed-effects models.


The presentation of ‘variance explained’ (R2) as a relevant summarizing statistic of mixed-effects models, however, is rare, even though R2 is routinely reported for linear models (LMs) and also generalized linear models (GLMs). R2 has the extremely useful property of providing an absolute value for the goodness-of-fit of a model, which cannot be given by the information criteria. As a summary statistic that describes the amount of variance explained, R2 can also be a quantity of biological interest.


One reason for the under-appreciation of R2 for mixed-effects models lies in the fact that R2 can be defined in a number of ways. Furthermore, most definitions of R2 for mixed-effects have theoretical problems (e.g. decreased or negative R2 values in larger models) and/or their use is hindered by practical difficulties (e.g. implementation).


Here, we make a case for the importance of reporting R2 for mixed-effects models. We first provide the common definitions of R2 for LMs and GLMs and discuss the key problems associated with calculating R2 for mixed-effects models. We then recommend a general and simple method for calculating two types of R2 (marginal and conditional R2) for both LMMs and GLMMs, which are less susceptible to common problems.


This method is illustrated by examples and can be widely employed by researchers in any fields of research, regardless of software packages used for fitting mixed-effects models. The proposed method has the potential to facilitate the presentation of R2 for a wide range of circumstances.

https://besjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/j.2041-210x.2012.00261.x

A general and simple method for obtaining R2 from generalized linear mixed-effects models

The establishment of measurement invariance across groups is a logical prerequisite to conducting substantive cross-group comparisons (e.g., tests of group mean differences, invariance of structura...

A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research

The field of organizationa l justice continues to be marked by several important research questions, including the size of relationships among justice dimensions, the relative importance of different justice criteria, and the unique effects of justice dimensions on key outcomes. To address such questions, the authors conducted a meta-analytic review of 183 justice studies. The results suggest that although different justice dimensions are moderately to highly related, they contribute incremental variance explained in fairness perceptions. The results also illustrate the overall and unique relationships among distributive, procedural, interpersonal, and informational justice and several organizational outcomes (e.g., job satisfaction, organizational commitment, evaluation of authority, organizational citizenship behavior, withdrawal, performance). These findings are reviewed in terms of their implications for future research on organizationa l justice.

/pdf/justice-at-the-millennium-a-meta-analytic-review-of-25-years-b9qfmr75n2.pdf

Justice at the millennium: a meta-analytic review of 25 years of organizational justice research

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The emergence of intragroup conflict: Variations in conflict configurations

: Ever since the Army became an All-Volunteer force, it has become critical to understand the factors influencing Soldiers' retention decisions. While the Army can implement short-term solutions to problems resulting from turnover (e.g., increasing recruitment efforts), a long-term solution requires an understanding of the dynamics driving the current levels of attrition. The authors propose an integrative, interactional model of retention, with links among general cognitive ability, situational variables (i.e., work characteristics and social support), job attitudes, motivation, and retention. In general, it is proposed that job attitudes and motivation mediate the impact of ability and situational variables on retention outcomes. Furthermore, the model considers the influences of career stage and changes over time in job attitudes and motivation on the retention process. Findings provided mixed support for the theoretical model of relationships. A unique contribution of this research over and above previous research is the longitudinal examination of several relationships as they unfold within Soldiers over time, and across different career stages. In particular, a key finding was that, irrespective of absolute levels of job attitudes (i.e., mean levels across time), more negative changes over time in job attitudes were associated with greater inclination to leave the U.S. Army.

An Interactionalist Analysis of Soldier Retention across Career Stages and Time

Research suggests that Black–White differences in test-taking motivation may be related to subgroup test score differences, but this research has not shown the extent to which minimizing subgroup motivation differences will reduce subgroup differences in selection rates and adverse impact. This Monte Carlo study examined how enhancing Blacks' test-taking motivation for cognitive ability tests might reduce adverse impact across a range of (a) subgroup test differences, (b) selection ratios, (c) subgroup differences in test-taking motivation, and (d) relationships between motivation and test scores. The results suggest that although enhancing test-taking motivation will consistently reduce subgroup differences in test performance and adverse impact, the effect is often small and will not eliminate adverse impact for any condition we examine. However, under some conditions the reduction may be important, and the discussion considers conditions where even these minimal reductions may be practically helpful.

Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test-Taking Motivation, Test Performance, and Selection Rates

Personnel Selection and the Competitive Advantage of Firms

Research suggests that Black-White differences in test-taking motivation may be related to subgroup test score differences, but this research has not shown the extent to which minimizing subgroup motivation differences will reduce subgroup differences in selection rates and adverse impact. This Monte Carlo study examined how enhancing Blacks' test-taking motivation for cognitive ability tests might reduce adverse impact across a range of (a) subgroup test differences, (b) selection ratios, (c) subgroup differences in test-taking motivation, and (d) relationships between motivation and test scores. The results suggest that although enhancing test-taking motivation will consistently reduce subgroup differences in test performance and adverse impact, the effect is often small and will not eliminate adverse impact for any condition we examine. However, under some conditions the reduction may be important, and the discussion considers conditions where even these minimal reductions may be practically helpful.

https://papers.ssrn.com/sol3/Delivery.cfm/IJSA216.pdf?abstractid=369187&mirid=4

Robert E. Ployhart

Papers

The emergence of intragroup conflict: Variations in conflict configurations

An Interactionalist Analysis of Soldier Retention across Career Stages and Time

Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test-Taking Motivation, Test Performance, and Selection Rates

Personnel Selection and the Competitive Advantage of Firms

Modeling the Practical Effects of Applicant Reactions: Subgroup Differences in Test-Taking Motivation, Test Performance, and Selection Rates