Analyzing multilevel data: comparing findings from hierarchical linear modeling and ordinary least squares regression
This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities t...
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| Published in | Higher education Vol. 66; no. 4; pp. 439 - 461 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer
01.10.2013
Springer Netherlands Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0018-1560 1573-174X |
| DOI | 10.1007/s10734-013-9615-y |
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| Abstract | This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities three ways: (1) an OLS regression with the student as the unit of analysis, (2) an OLS regression with the institution as the unit of analysis, and (3) a three-level hierarchical linear model. Overall, results demonstrate that one would come to substantively different conclusions regarding the influences on students' perceived critical thinking ability depending upon the type of analysis chosen, especially in regards to the effects of the institutional characteristics. |
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| AbstractList | This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities three ways: (1) an OLS regression with the student as the unit of analysis, (2) an OLS regression with the institution as the unit of analysis, and (3) a three-level hierarchical linear model. Overall, results demonstrate that one would come to substantively different conclusions regarding the influences on students' perceived critical thinking ability depending upon the type of analysis chosen, especially in regards to the effects of the institutional characteristics.[PUBLICATION ABSTRACT] This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities three ways: (1) an OLS regression with the student as the unit of analysis, (2) an OLS regression with the institution as the unit of analysis, and (3) a three-level hierarchical linear model. Overall, results demonstrate that one would come to substantively different conclusions regarding the influences on students' perceived critical thinking ability depending upon the type of analysis chosen, especially in regards to the effects of the institutional characteristics. Keywords Hierarchical linear modeling * Ordinary least squares regression * Methodology * Critical thinking This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities three ways: (1) an OLS regression with the student as the unit of analysis, (2) an OLS regression with the institution as the unit of analysis, and (3) a three-level hierarchical linear model. Overall, results demonstrate that one would come to substantively different conclusions regarding the influences on students' perceived critical thinking ability depending upon the type of analysis chosen, especially in regards to the effects of the institutional characteristics. This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities three ways: (1) an OLS regression with the student as the unit of analysis, (2) an OLS regression with the institution as the unit of analysis, and (3) a three-level hierarchical linear model. Overall, results demonstrate that one would come to substantively different conclusions regarding the influences on students' perceived critical thinking ability depending upon the type of analysis chosen, especially in regards to the effects of the institutional characteristics. Reprinted by permission of Springer This study examined the differing conclusions one may come to depending upon the type of analysis chosen, hierarchical linear modeling or ordinary least squares (OLS) regression. To illustrate this point, this study examined the influences of seniors' self-reported critical thinking abilities three ways: (1) an OLS regression with the student as the unit of analysis, (2) an OLS regression with the institution as the unit of analysis, and (3) a three-level hierarchical linear model. Overall, results demonstrate that one would come to substantively different conclusions regarding the influences on students' perceived critical thinking ability depending upon the type of analysis chosen, especially in regards to the effects of the institutional characteristics. Adapted from the source document. |
| Audience | Higher Education Postsecondary Education Academic |
| Author | Rocconi, Louis M. |
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| CitedBy_id | crossref_primary_10_1007_s41959_023_00101_6 crossref_primary_10_1007_s11031_021_09881_7 crossref_primary_10_1080_02602938_2015_1052369 crossref_primary_10_1080_13639080_2022_2128185 crossref_primary_10_1007_s11162_023_09768_1 crossref_primary_10_1080_19496591_2021_1927059 crossref_primary_10_1007_s10611_017_9681_7 |
| Cites_doi | 10.1007/s11162-010-9192-1 10.1177/014920639702300602 10.1353/rhe.1999.0010 10.1037/h0034701 10.1023/A:1018722327398 10.1007/s11162-005-8150-9 10.1007/s11162-005-2970-5 10.1007/s11162-008-9112-9 10.1023/A:1011054825704 10.1080/03075079412331382007 10.1353/jhe.2006.0016 10.1007/s11162-009-9127-x 10.2307/2094296 10.1353/csd.2003.0023 10.1353/rhe.2001.0017 10.1111/j.1745-3984.1989.tb00329.x 10.1007/s11162-010-9209-9 10.1037/h0034699 10.1353/jhe.2002.0056 10.1007/s11162-011-9227-2 10.1353/rhe.2008.0011 10.1353/csd.2003.0066 10.1177/1538192705276548 10.1007/978-94-007-0702-3_3 10.1023/A:1018734630124 10.5032/jae.2000.03002 10.1002/ir.386 10.3102/10769986020002115 10.1007/s11162-012-9277-0 10.1002/ir.392 10.4135/9781849209366 10.1177/014920639802400504 10.1353/rhe.1990.0026 |
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