Modeling the mean and covariance simultaneously is a common strategy to efficiently estimate the mean parameters when applying generalized estimating equation techniques to longitudinal data. In this article, using ge...Modeling the mean and covariance simultaneously is a common strategy to efficiently estimate the mean parameters when applying generalized estimating equation techniques to longitudinal data. In this article, using generalized estimation equation techniques, we propose a new kind of regression models for parameterizing covariance structures. Using a novel Cholesky factor, the entries in this decomposition have moving average and log innovation interpretation and are modeled as the regression coefficients in both the mean and the linear functions of covariates. The resulting estimators for eovarianee are shown to be consistent and asymptotically normally distributed. Simulation studies and a real data analysis show that the proposed approach yields highly efficient estimators for the parameters in the mean, and provides parsimonious estimation for the covariance structure.展开更多
Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movem...Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.展开更多
基金supported by National Natural Science Foundation of China(Grant Nos.11271347 and 11171321)
文摘Modeling the mean and covariance simultaneously is a common strategy to efficiently estimate the mean parameters when applying generalized estimating equation techniques to longitudinal data. In this article, using generalized estimation equation techniques, we propose a new kind of regression models for parameterizing covariance structures. Using a novel Cholesky factor, the entries in this decomposition have moving average and log innovation interpretation and are modeled as the regression coefficients in both the mean and the linear functions of covariates. The resulting estimators for eovarianee are shown to be consistent and asymptotically normally distributed. Simulation studies and a real data analysis show that the proposed approach yields highly efficient estimators for the parameters in the mean, and provides parsimonious estimation for the covariance structure.
基金the Office of the Director,U.S.National Institutes of Health,under Award Number R25RR015674-1.
文摘Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.
