Considerations for Fitting Dynamic Bayesian Networks With Latent Variables: A Monte Carlo Study.

Dynamic Bayesian networks (DBNs; Reye, 2004) are a promising tool for modeling student proficiency under rich measurement scenarios (Reichenberg, 2018). These scenarios often present assessment conditions far more complex than what is seen with more traditional assessments and require assessment arguments and psychometric models capable of integrating those complexities. Unfortunately, DBNs remain understudied and their psychometric properties relatively unknown. The current work aimed at exploring the properties of DBNs under a variety of realistic psychometric conditions. A Monte Carlo simulation study was conducted in order to evaluate parameter recovery for DBNs using maximum likelihood estimation. Manipulated factors included sample size, measurement quality, test length, the number of measurement occasions. Results suggested that measurement quality has the most prominent impact on estimation quality with more distinct performance categories yielding better estimation. From a practical perspective, parameter recovery appeared to be sufficient with samples as low as N = 400 as long as measurement quality was not poor and at least three items were present at each measurement occasion. Tests consisting of only a single item required exceptional measurement quality in order to adequately recover model parameters.

Promoting Higher Quality Teacher-Child Relationships: The INSIGHTS Intervention in Rural Schools.

Children's relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher-child relationships are predicated, in part, on children's temperament. The "INSIGHTS into Children's Temperament" intervention was intended to improve children's and teachers' understanding of their and others' temperament, and has been shown to improve children's social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher-child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student-Teacher Relationship Scale: Short Form and provided a rating of children's temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher-child relationships for children with negative reactivity.

Components of Effortful Control and Their Relations to Children's Shyness.

Relations between children's (N = 213) mother-reported effortful control components (attention focusing, attention shifting, inhibitory control at 42 months; activational control at 72 months) and mother-reported shyness trajectories across 42, 54, 72, and 84 months of age were examined. In growth models, shyness decreased. Inhibitory control and attention shifting predicted higher levels and lower levels of shyness at 42 months (the intercept), respectively. Inhibitory control negatively, and attention shifting positively, predicted the shyness slope. Children with higher inhibitory control had relatively more rapid decreases in shyness. Children with higher attention shifting had relatively slower decreases in shyness. Activational control was negatively correlated with the shyness intercept. Effortful control components should be examined separately, rather than in combination, in relation to shyness in the future. If results are replicated, it may suggest that fostering attention shifting and activational control development may help prevent, or maintain low levels of, shyness during childhood.