| Course Name | Multilevel Modeling |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| PSY 611 | Fall/Spring | 3 | 0 | 3 | 7.5 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | Third Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course will focus on the conceptual framework of multilevel models for nested/hierarchical data and their application in psychology. It is aimed to teach students when there is need to use multilevel modeling, what kind of hypotheses they can test by using this models and different statistical approaches used for analyzing this type of data. It is aimed to teach students MLwiN and Mplus package programs used for analysis for this type of data and the interpretation and reporting of the results. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | This course consists of statistical models used in analyzing the hierarchically structured data. This course is conducted within the framework of both traditional regression analysis and structural equation modeling. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Brief description of the course content | |
| 2 | Review of Multiple Regression | Field, A. (2013). Discovering statistics using IBM SPSS Statistics: and sex and drugs and rock 'n' roll (4th ed.). Dubai: Sage Publications, Chapter 8 |
| 3 | Introduction to Multilevel Modeling | Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge, Chapter 1 |
| 4 | The Basic Two-Level Regression Model | Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge, Chapter 2 |
| 5 | Estimation and Hypothesis Testing in Multilevel Regression | Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge, Chapter 3 |
| 6 | Random Intercept and Slope Models | Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. Chapter 5 |
| 7 | Random Intercept and Slope Models | Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. Chapter 5 |
| 8 | Midterm | |
| 9 | Review of Structural Equation Modeling | Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press, Chapter 4 |
| 10 | Multilevel Factor Models | Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge, Chapter 14 |
| 11 | Multilevel Factor Models | Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge, Chapter 14 |
| 12 | Multilevel Path Models | Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge, Chapter 15 |
| 13 | Multilevel Structural Regression Models | Muthe´n, L. K., & Muthe´n, B. O. (1998-2015). Mplus users’ guide. Los Angeles, CA: Muthe´n & Muthe´n. |
| 14 | Multilevel Structural Regression Models | Muthe´n, L. K., & Muthe´n, B. O. (1998-2015). Mplus users’ guide. Los Angeles, CA: Muthe´n & Muthe´n. |
| 15 | Multilevel Structural Regression Models | Muthe´n, L. K., & Muthe´n, B. O. (1998-2015). Mplus users’ guide. Los Angeles, CA: Muthe´n & Muthe´n. |
| 16 | Review |
| Course Notes/Textbooks | Field, A. (2013). Discovering statistics using IBM SPSS Statistics: and sex and drugs and rock 'n' roll (4th ed.). Dubai: Sage Publications. ISBN 978-1-84787-906-6. ISBN 978-1-84787-907-3 Hox, J. J. (2010). Multilevel analysis: Techniques and applications (2nd ed.). New York, NY: Routledge. ISBN 978–1–84872–845–5 Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. ISBN 9781849202015. Muthe´n, L. K., & Muthe´n, B. O. (1998-2015). Mplus users’ guide. Los Angeles, CA: Muthe´n & Muthe´n |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 4 | 40 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 30 |
| Total |
| Weighting of Semester Activities on the Final Grade | 5 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| 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 | 4 | 10 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 25 | |
| Final Exams | 1 | 32 | |
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 5 | To be able to make critical analysis, synthesis and evaluation of new and complex ideas in the field of experimental psychology. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 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. | X | ||||
| 10 | To be able to develope effective and functional means of communication to analyze mental relations and processes in the context of experimental psychology. | X | ||||
| 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. | X | ||||
| 12 | To be able to write an original dissertation in accordance with the criteria related to the field of Experimental Psychology. | X | ||||
| 13 | To be able to communicate and discuss orally, in written and visually with peers by using English language. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
