Learning scientific reasoning: A latent transition analysis

Latent transition analysis in organizational psychology: A simplified “how to” guide by using an applied example

Demands for more robust designs in organizational research have led to a steady increase in the number of longitudinal studies in organizational psychology (OP) journals. Similarly, the number and ways to analyze longitudinal data have also increased. In this paper, we adopt a relatively new and promising approach to help researchers analyze their longitudinal data in OP, namely latent transition analysis (LTA). We present a simplified guideline on LTA and discuss its role for OP researchers. Moreover, we demonstrate how organizational scholars can use this method with a practical example. In this example, we investigate (a) if there are qualitatively distinct subgroups of employees based on particular patterns of psychological capital (PsyCap) dimensions (i.e., efficacy, hope, resilience, and optimism), (b) if employees stay in these subgroups or transition to other groups over time, and finally, (c) if leader-member exchange (LMX) is associated with this transition. We use LTA to examine these steps in a German sample (N = 180).

Epistemic Beliefs in Science-A Systematic Integration of Evidence From Multiple Studies

Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners' epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students' education, are related to school tracking, and demonstrate robust relations with students' personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10648-022-09661-w.