Different cross‐domain trajectories in the development of students’ ability self‐concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross‐sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic value trajectories included a Strong Math Decline/Language Arts Decline Leveling Off, a Moderate Math Decline/Strong Language Arts Decline, and a Stable Math and Language Arts Trajectories class. These classes differed with regard to student characteristics, including gender, family background, and math and reading aptitudes. They also resulted in different high school math course enrollments, career aspirations, and adult careers.

Item nonresponse is a common problem in educational and psychological assessments. The probability of unplanned missing responses due to omitted and not-reached items may stochastically depend on unobserved variables such as missing responses or latent variables. In such cases, missingness cannot be ignored and needs to be considered in the model. Specifically, multidimensional IRT models, latent regression models, and multiple-group IRT models have been suggested for handling nonignorable missing responses in latent trait models. However, the suitability of the particular models with respect to omitted and not-reached items has rarely been addressed. Missingness is formalized by response indicators that are modeled jointly with the researcher’s target model. We will demonstrate that response indicators have different statistical properties depending on whether the items were omitted or not reached. The implications of these differences are used to derive a joint model for nonignorable missing responses with ability to appropriately account for both omitted and not-reached items. The performance of the model is demonstrated by means of a small simulation study.

Composite scores are commonly used in the social sciences as dependent and independent variables in statistical models. Typically, composite scores are computed prior to statistical analyses. In this paper, we demonstrate the construction of model-based composite scores that may serve as outcomes or predictors in structural equation models (SEMs). Model-based composite scores of manifest variables are useful in the presence of ignorable missing data, as full-information maximum likelihood estimation can be used for parameter estimation. Model-based composite scores of latent variables account for measurement error in the aggregated variables. We introduce the pseudo-indicator model (PIM) for the construction of three composite scores: (a) the sum score, (b) the weighted sum score, and (c) the average score of manifest and latent variables in SEM. The utility of manifest model-based composite scores in the case of missing values is shown by a simulation study. The use of multiple manifest and latent model-based composite scores in SEM is illustrated with data from motivation research.

Purpose: Timely and accurate data on the epidemiology of sepsis are essential to inform policy decisions and research priorities. We aimed to investigate the validity of inpatient administrative health data (IAHD) for surveillance and quality assurance of sepsis care. Methods: We conducted a retrospective validation study in a disproportional stratified random sample of 10,334 inpatient cases of age ≥ 15 years treated in 2015–2017 in ten German hospitals. The accuracy of coding of sepsis and risk factors for mortality in IAHD was assessed compared to reference standard diagnoses obtained by a chart review. Hospital-level risk-adjusted mortality of sepsis as calculated from IAHD information was compared to mortality calculated from chart review information. Results: ICD-coding of sepsis in IAHD showed high positive predictive value (76.9–85.7% depending on sepsis definition), but low sensitivity (26.8–38%), which led to an underestimation of sepsis incidence (1.4% vs. 3.3% for severe sepsis-1). Not naming sepsis in the chart was strongly associated with under-coding of sepsis. The frequency of correctly naming sepsis and ICD-coding of sepsis varied strongly between hospitals (range of sensitivity of naming: 29–71.7%, of ICD-diagnosis: 10.7–58.5%). Risk-adjusted mortality of sepsis per hospital calculated from coding in IAHD showed no substantial correlation to reference standard risk-adjusted mortality (r = 0.09). Conclusion: Due to the under-coding of sepsis in IAHD, previous epidemiological studies underestimated the burden of sepsis in Germany. There is a large variability between hospitals in accuracy of diagnosing and coding of sepsis. Therefore, IAHD alone is not suited to assess quality of sepsis care.

Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes.

According to the social-investment principle, entering new environments is associated with new social roles that influence people’s behaviors. In this study, we examined whether young adults’ personality development is differentially related to their choice of either an academic or a vocational pathway (i.e., entering an academic-track school or beginning vocational training). The personality constructs of interest were Big Five personality traits and vocational-interest orientations. We used a longitudinal study design and propensity-score matching to create comparable groups before they entered one of the pathways and then tested the differences between these groups 6 years later. We expected the vocational pathway to reinforce more mature behavior and curtail investigative interest. Results indicated that choosing the vocational compared with the academic pathway was associated with higher conscientiousness and less interest in investigative, social, and enterprising activities.