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Analyzing diary data: Multilevel approach

Analyzing diary data: Multilevel approach . Asko Tolvanen & Kaisa Aunola Methodology Center for Human Science& Department of Psychology University of Jyväskylä. From a quantitative point of view , the use of diary design provides a possibility to: .

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Analyzing diary data: Multilevel approach

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  1. Analyzing diary data: Multilevel approach Asko Tolvanen & Kaisa AunolaMethodology Center for Human Science& Department of Psychology University of Jyväskylä

  2. From a quantitativepoint of view,the use of diary design provides a possibility to: • Obtainreliableperson-levelinformation • Obtainestimates of within-personchangeovertime, as well as individualdifferences in suchchange • Conduct a causalanalysis of within-personchanges and individualdifferences in thesechanges Bolger, Davis, & Rafaeli, 2003

  3. Youmay, for example, beinterested in to investigatenotonlyindividuallevelprocesses(i.e., individualdifferences) butalsodaylevel(i.e., withinindividualdifferences, for example, fromday-to-day)processes, and cross-levelinteractions… Differentprocessesmaybegoing on at differentlevels.

  4. For example, At the person-level => positivecorrelationbetweenparentalaffection and guilt-inducingparenting (thosetypicallyshowinghighaffection, alsotypicallyusequilt-inducing in childrearing) At the day-level => negativecorrelationbetweenparentalaffection and guilt-inducingparenting (on the daysparents show highaffection, theydon’tuseguilt-inducing, and viceversa, i.e. theydonotusethesetwotypes of parentingsimultaneously) Cross-levelinteraction: e.g., thereareindivdiualdifferences in the processesgoing on at the daylevel

  5. Multilevelmodeling is a feasibletool to analyzeboth a) between-persondifferencesand b) within-personchanges … as well as interpersonaldifferences in thesewithin-personchanges

  6. The term ”multilevel” refers to a hierarchicalornested data structure = clustersampling

  7. Nestedmeansthat the data includesdifferentlevels: - familymembersnestedwithinfamilies - pupilsnestedwithinschools - spousesnestedwithincouples - time-pointsnestedwithinindividuals - etc. Observationsnestedwithin a certainclustersharesomethingwhichmakesthemmoreorlesssimilar with eachother.

  8. Family 2 Family 1 Mother 2 Father 2 Family 3 Child A 2 Child B 2 Mother 1 Father 1 Child 1 Mother 3 Child B3 Child A3

  9. ’Clusters’ Individual 2 Individual 1 Mon Tue Individual 3 Wed Thu Tue Mon Wed The variation in measuredvariables is due to individualdifferences AND differenceswithinindividuals, i.e. differencesbetweendays Tue Thu Wed

  10. Multilevelmodeling is usedwhen the data havebeenobtainedbyclustersampling (i.e., nested design) … to avoidbiases in parameterestimates, standarderrors, and tests of modelfit (ifclustering is nottakingaccount, s.e.’saretoosmall and, thus, t-valuesaretoo big) … to learnaboutbothwithin- and between-clusterrelationships. Muthén & Muthén, 2004

  11. Technically… … the variation of variablesaredividedinto twoparts (1) Between-levelvariance (2) Within-levelvariance … theremayalsobevariablesthathavevariationonlyat the between-leveloronly at the within-level. => twoseparatecovariance-matrixes, one for eachlevel

  12. Between-level (e.g., betweenindividuals) R = .20 ParentalAffectionbetween Guilt-inducingbetween Guilt-inducingparenting ParentalAffection ParentalAffectionwithin Guilt-inducingwithin R = -.20 Within-level (e.g., within-individuals; betweentimepointsordays)

  13. Psychological Control in Daily Parent–Child Interactions IncreasesChildren’s Negative EmotionsJournal of FamilyPsychology(2013) Kaisa Aunola, Asko Tolvanen, Jaana Viljaranta, & Jari-Erik Nurmi

  14. Aims The aim of the study was to examine the daily dynamics between parental behaviors, i.e., affection and psychological control, and children’s negative emotions: t-1 t WITHIN-PERSON LEVEL Negative emotions Negative emotions Psychologicalcontrol / Affection Psychologicalcontrol / Affection BETWEEN-PERSON LEVEL Negative emotions Psychologicalcontrol / Affection

  15. Participants and Procedure • LIGHT-data (150 mothers, 115 fathers, 150 children (Grade 1)) • Daily diaryacrossoneweekperiod for mothers and fathersduring the Autumnterm of Grade 1 • Negative daily emotions (8 items); Within-levelalphas .72-.78 • Psychologicalcontrol (5 items) and affection (4 items) in daily parenting; Within-levelalphas .67-.73

  16. Results Intraclasscorrelations (ICC) were first calculated to determine what proportion of the variance in the observed variables is due to the differences between individuals (between-person variation) and what is due to differences experienced by each individual on different days (within-person variation): ICC Intraclasscorrelation (ICC): Between-clustervariabilityrelativeto totalvariation, i.e. intra-classhomogeneity Negative emotions / motherreport .40 .41 Negative emotions / fatherreport Children’s negative emotions and mothers’ and fathers’ psychological control varied more between days than between persons, whereas mothers’ and fathers’ affection varied more between persons than between days. .42 Psychologicalcontol / mother .43 Psychologicalcontrol/ father .58 Affection / mother .56 Affection / father

  17. An example of daily variation in parenting Avaragevalue of affection (acrossdays) Avaragevalue of psychologicalcontrol (acrossdays)

  18. WITHIN-PERSON LEVEL t-1 t Mothers’ reports Mothers’ reports .56 .53 Negative emotions Negative emotions -.07* .55 .52 Fathers’ reports -.08*** Fathers’ reports .53*** .59* ** .06* Psychologicalcontrol Psychologicalcontrol .06*** BETWEEN-PERSON LEVEL Mothers’ report .78 Negative emotions .70 Fathers’ report .68*** Psychologicalcontrol Figure 1. Multilevelprospectivechangemodel for mothers’ psychologicalcontrol and children’snegativeemotions.

  19. WITHIN-PERSON LEVEL t-1 t Mothers’ reports Mothers’ reports .53 .49 Negative emotions Negative emotions -.17*** .57 .53 Fathers’ reports -.25*** Fathers’ reports .43*** .46*** .27*** Psychologicalcontrol Psychologicalcontrol .04 BETWEEN-PERSON LEVEL Mothers’ reports .76 Negative emotions .77 Fathers’ reports .77*** Psychologicalcontrol Figure 2. Multilevelprospectivechangemodel for fathers’ psychologicalcontrol and children’snegativeemotions.

  20. Conclusions • Mothers’ and fathers’ psychological control in daily interactions increased the negative emotions in their children. In contrast, children’s negative emotions during a given day predicted decreased parental psychological control for the next day. • The positive relation of psychological control to children’s subsequent negative emotions was significantly stronger when exerted by fathers than when applied by mothers

  21. Emotion transmission within the family: Child’stemperament as a moderator(manuscriptunderpreparation) Suvi Kaila, Asko Tolvanen & Kaisa Aunola

  22. Researchquestions (1) Whatkind of weektrenddoparents’ and children’semotions show? (2) To what extent parents’ positive and negative emotions are transferred to their children in daily interaction? (3) To what extent children’s positive and negative emotions are transferred to their parents in daily interaction? (4) Does children’s temperament impact on emotion transmission in the family? 4a. Are children with certain temperament characteristics more prone to receive their parents’ emotions than others? For example, doeschild’s ’easy’ temperamentfunction as a protectivefactoragainstreceivingnegativeemotionsfromparents? 4b. Are parents more prone to receive emotions from children with certain temperament characteristics?

  23. Weektrends in emotions

  24. Transmission of daily emotions

  25. WITHIN (variationwithinindividual; i.e., fromday-to-dayvariation) Focus is in the mean and variance of the regression coefficients S1 and S2. t-1 t Child’snegativeemotions Child’snegativeemotions TUNNE TUNNE S2 Father’snegativeemotions Father’snegativeemotions S1 BETWEEN (variationbetweenindividuals) S1 / S2 Child’snegativeemotions TUNNE Child’snegativeemotionality (temperament) Father’snegativeemotions

  26. Results • At the level of the wholesample, no statisticallysignificant transmission of emotionswasfound • However, therewerestatisticallysignificant (p < .05) variation in emotion transmission: • Frommothers’ negativeemotions to children’snegativeemotions • Fromfathers’ negativeemotions to children’snegativeemotions • Frommothers’ positiveemotions to children’spositiveemotions • In each case, child’snegativeemotionalityfunctioned as a moderator

  27. WITHIN (variationwithinindividual; i.e., fromday-to-dayvariation) The higher the level of child’snegativeemotionality, the morestronglymothers’snegativeemotionsaretransmitted to the child, i.e. children with negativeemotionalityaremoreprone to receivenegativeemotionsthanothersfromtheirmothers? t-1 t -.04(.04) Child’snegativeemotions Child’snegativeemotions TUNNE TUNNE .09(.06) .04(.01)*** .04(.01)*** Mother’snegativeemotions S Mother’snegativeemotions -.09(.05)* Mean(S) = -.00(-.03), p ns Var (S) = .014(.005)** BETWEEN (variationbetweenindividuals) S .10(.04)** Child’snegativeemotions TUNNE .16(.05)** Child’snegativeemotionality (temperament) .06(.01)*** .08(.08) Mother’snegativeemotions

  28. WITHIN (variationwithinindividual; i.e., fromday-to-dayvariation) The higher the level of child’snegativeemotionality, the morestronglyfather’snegativeemotionsaretransmitted to the child, i.e. children with negativeemotionalityaremoreprone to receivenegativeemotionsthanothersfromtheirfathers? -.07ns Child’snegativeemotions Child’snegativeemotions TUNNE TUNNE .07 ns Father’snegativeemotions S Mean(S) = .08, p ns Var (S) = .011(.004), p < .05 BETWEEN (variationbetweenindividuals) S .09(.03)*** Child’snegativeemotions TUNNE Child’snegativeemotionality (temperament) Father’snegativeemotions

  29. Child’snegativeemotions on the followingday -1SD +1SD Father’snegativeemotions on the givenday

  30. Thankyou!

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