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 | |||||
Course Language | English | |||||
Course Type | Elective | |||||
Course Level | Second Cycle | |||||
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;
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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. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
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. |
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 Exam | ||
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 |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 16 | 5 | 80 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 3 | 6 | |
Presentation / Jury | 1 | 19 | |
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 30 | |
Final Exams | 1 | 30 | |
Total | 225 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to develop and deepen the current and advanced knowledge in the experimental science of psychology with original thought and/or research and come up with innovative definitions based on Master's degree qualifications. | |||||
2 | To be able to conceive the interdisciplinary interaction which the experimental psychology is related with, come up with original solutions by using knowledge requiring proficiency on analysis, synthesis and assessment of new and complex ideas. | |||||
3 | To be able to evaluate and use new methodological knowledge in a systematic way and gain higher level of skills on research methodology of the mind, behavior, and the brain. | |||||
4 | To be able to develop an innovative knowledge, method, design and/or practice or adapt an already known knowledge, method, design and/or practice to another field; research, conceive, design, adapt and implement an original subject. | |||||
5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. | |||||
6 | To be able to develop new ideas and methods in the field of experimental psychology by using high level mental processes such as creative and critical thinking, problem solving and decision making. | |||||
7 | To be able to broaden the borders of the knowledge in the field by producing or interpreting an original work or publishing at least one scientific paper in the field in national and/or international refereed journals. | |||||
8 | To be able to organize and participate in scientific activities such as workshops, conferences, and panels to elaborate possible solutions to the problems which may be specific to experimental psychology or interdisiplinary. | |||||
9 | To be able to contribute to the transition of the community to an information society and its sustainability process by introducing scientific, technological, social or cultural improvements by following pioneer and innovative methods and theories of the mind, behavior and the brain trilogy. | |||||
10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. | |||||
11 | To be able to contribute to the solution finding process regarding social, scientific, cultural and ethical problems in the field and support the development of these values. | |||||
12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. | |||||
13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest