2012/11/13 by Daniel J. Bauer, Nisha C. Gottfredson, Danielle Dean +1 · 1 citation
Psychology · Social Sciences · #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development #Parental Involvement in Education
paper · doi:10.1037/a0030639
openalex publication_date 2012/11/13 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Researchers commonly collect repeated measures on individuals nested within groups such as students within schools, patients within treatment groups, or siblings within families. Often, it is most appropriate to conceptualize such groups as dynamic entities, potentially undergoing stochastic structural and/or functional changes over time. For instance, as a student progresses through school, more senior students matriculate while more junior students enroll, administrators and teachers may turn over, and curricular changes may be introduced. What it means to be a student within that school may thus differ from 1 year to the next. This article demonstrates how to use multilevel linear models to recover time-varying group effects when analyzing repeated measures data on individuals nested within groups that evolve over time. Two examples are provided. The 1st example examines school effects on the science achievement trajectories of students, allowing for changes in school effects over time. The 2nd example concerns dynamic family effects on individual trajectories of externalizing behavior and depression.