GRADUATE SCHOOL
Experimental Psychology (With Thesis)
PSY 552 | Course Introduction and Application Information
| Course Name |
Structural Equation Modeling
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PSY 552
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
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| Course Language |
English
|
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| Course Type |
Elective
|
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| Course Level |
Second Cycle
|
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to introduce the students to the structural equation modeling, to have skills in the development, analysis, modification and testing of the models and to provide students to report the results of their analyzes in a way that can be accepted by refereed journals. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This graduate course overviews the application of structural equation modeling to various analysis problems confronted throughout the social, behavioral, and health sciences. Topics will include confirmatory factor analysis, measurement and structural models, path analysis, mediation, assessing model fit. |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
X
|
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | What is Structural Equation Modeling (SEM)? | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 1 |
| 2 | Basic concepts and notations | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 2 & 3 |
| 3 | Basic Concepts: the data, the estimates (model parameters) | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 2 & 3 |
| 4 | Types of models and their specification in a diagram | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 4 |
| 5 | First-order confirmatory factor analysis | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 7 |
| 6 | Higher-order confirmatory factor analysis | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 7 |
| 7 | Measurement models | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 7 |
| 8 | Midterm Exam | |
| 9 | Measurement models with one indicators | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 7 |
| 10 | Multi-group applications of CFA | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 11 |
| 11 | Testing structural models | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 8 |
| 12 | Multi-group applications of structural models | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. Chapter 8 & 11 |
| 13 | Examples from the literature | |
| 14 | Examples from the literature | |
| 15 | Review of the Semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed). New York: Guilford Press. ISBN 978-1-57230-690-5. |
| Suggested Readings/Materials | All of the prestigious journal that publish psychological research. |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
3
|
30
|
| Presentation / Jury |
1
|
10
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
5
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
16
|
5
|
80
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
3
|
6
|
18
|
| Presentation / Jury |
1
|
19
|
19
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
30
|
30
|
| Final Exam |
1
|
30
|
30
|
| Total |
225
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. |
X | ||||
| 2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. |
X | ||||
| 3 | To be able to use the acquired institutional and applied psychology knowledge at an expert level. |
X | ||||
| 4 | To be able to aim and channel learning efforts, to independently conduct and manage advanced level studies and to critically evaluate psychological knowledge. |
X | ||||
| 5 | To be able to solve problems requiring expertise using scientific research methods, to develop new knowledge by integrating psychological information with multidisciplinary information. |
X | ||||
| 6 | To be able to independently assume a problem, develop a problem solving method, solve the problem, assess the outcomes and apply this method when needed. |
X | ||||
| 7 | To be able to act according to ethical and scientific standards in collecting, evaluating and sharing data as well as be able to act as an inspector and instructor in the maintenance and transference of ethical values. |
|||||
| 8 | To be able to take responsibility and develop new strategies and methods for intervention in the presence of unexpected and complicated problems. |
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| 9 | To be able to systematically communicate one’s own studies and the psychological agenda both written, oral and visually to psychologists and non psychologists. |
X | ||||
| 10 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. |
X | ||||
| 11 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest