Using Two-Level Factor Analysis to Test for Cluster Bias in Ordinal Data

The test for cluster bias is a test of measurement invariance across clusters in 2-level data. This article examines the true positive rates (empirical power) and false positive rates of the test for cluster bias using the likelihood ratio test (LRT) and the Wald test with ordinal data. A simulation study indicates that the scaled version of the LRT that accounts for nonnormality of the data gives untrustworthy results, whereas the unscaled LRT and the Wald test have acceptable false positive rates and perform well in terms of empirical power rate if the amount of cluster bias is large. The test for cluster bias is illustrated with data from research on teacher-student relations.     

Effect of salespeople's acquisition–retention trade-off on performance

This research examines the impact of the acquisition–retention resource allocation at the individual salesperson level – that is, the proportion of their time dedicated to acquisition versus retention activities – on their sales performance. We extend prior research that investigates the acquisition–retention trade-off below (i.e., customer value approach) or above (i.e., firm portfolio approach) the salesperson's perspective by also incorporating many ‘within-firm’ factors that are critical to capturing the contingent nature of the allocation decision. The results suggest that firms can double their sales gains by implementing a trade-off strategy that customizes the acquisition allocation at the salesperson level. Using matched triadic data gathered from 227 salespersons, 106 supervisors and the seller's database, the authors find an inverted U-shaped linkage between the proportion of time allocated to acquisition activities and sales performance. Moderation analyses show that salespeople's optimal acquisition allocation depends on their knowledge breadth and job commitment, their supervisor's experience and job commitment and the quantity and quality of the prospects in their relationship portfolio.     

Review of the theoretical underpinnings of loyalty programs

A review of the extant literature reveals that the theoretical underpinnings of the majority of loyalty program research rest on psychological mechanisms from three specific domains—status, habit, and relational. We propose that to understand how loyalty programs actually work, a broader, more holistic research perspective is needed to account for the simultaneous effects across these three theoretical domains as well as both cross-customer and temporal effects. The contribution of this approach is a fresh research agenda advanced in 15 research propositions.     

School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies

This paper presents results from a thorough systematic review on the efficacy of school bullying (perpetration and victimization) in predicting aggression and violence later in life. Results are based on prospective longitudinal studies. Two meta-analyses are presented examining whether: a) school bullying (perpetration and victimization) is a significant predictor of later aggression and violence, and b) whether each effect remains significant after controlling for other major childhood risk factors which were significantly related to both the predictors and the outcomes. Results are based on extensive searches of the literature. Nineteen electronic databases and 63 journals were searched from the inception of each database or journal through the end of March, 2012. Bullying perpetration at school was a significant predictor of violence (Adjusted OR = 2.04; 95% CI: 1.69–2.45) an average of six years later in life. This value of OR means that bullying perpetration increased the risk of later violence by about two-thirds. The summary effect size for bullying victimization versus violence was markedly smaller but still highly significant (Adjusted OR = 1.42; 95% CI: 1.25–1.62). This value of OR means that victimization increased the risk of later violence by about one-third. Analyses are presented of various potential moderators (such as the number of risk factors controlled for and the length of the follow-up period) in an attempt to explain the significant heterogeneity in effect sizes. Sensitivity analyses are performed on both meta-analyses, and they indicate that overall there is no evidence of publication bias. The overall findings favor the existence of a more general long-term underlying antisocial tendency rather than a more specific underlying violent tendency. Implications of our research for policy and practice are highlighted and future needs in this area of research are indicated.     

Performance Management: A Systematic Review of Processes in Elite Sport and Other Performance Domains

Performance management is integral for high-performing organizations and teams. The purpose of this review was to synthesize evidence on performance management across elite sport and other performance-focused domains (business, performing arts, high-risk professions). A systematic search and screening strategy was undertaken. Twenty studies satisfied the inclusion criteria. Thematic synthesis enabled the identification of key components of performance management. Similarities and differences between elite sport and other domains are identified across the following themes: strategic performance management, operational performance management, individual performance management, and leadership of the performance team. Implications for practitioners in elite sport are also considered across these themes.     

Patterns of problem‐solving in children's literacy and arithmetic

Patterns of problem‐solving among 5‐to‐7 year‐olds' were examined on a range of literacy (reading and spelling) and arithmetic‐based (addition and subtraction) problem‐solving tasks using verbal self‐reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the arithmetic (addition and subtraction) than literacy‐based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural‐based strategies, which included phonological strategies for reading and spelling and counting‐all and finger modelling for addition and subtraction, to more efficient retrieval methods from Years 1 to 2. Distinct patterns in children's problem‐solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem‐solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different‐aged children show flexibility in their use of problem‐solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem‐solving skill across different educational contexts.     

Table talk: inviting students to share the feast

This account describes part of the first morning of the AFT accredited South Yorkshire Foundation Course in Family Therapy and Systemic Practice. The course committee members join together in a reflective conversation about the course. We share with the students our ‘kitchen table’ discussions, the history of our involvement, and how it has affected our lives. We aim to introduce social constructionist practice in which we present the context of the course and address the power relationships in the room by being transparent about our own experiences. We hope to create an atmosphere in which learning can flourish.     

The Difference Of Theology and Some Philosophies of Nothing

This article argues that theology thinks differently than philosophy because it is able to think an ontological difference and differences. Theology is able to do this, I argue, because of a trinitarian understanding of creation. A trinitarian understanding of creation does not rest upon any dualism which could domesticate difference. For example, according to Aquinas, creation is not a change. Consequently, there is no dualism of before and after. This means that God does not look to some external register from which to understand what difference is (as is the case with the Neoplatonist One, who can 'create' only one effect, and must do so necessarily). God creates difference qua difference, from divine unity. Furthermore, I argue that all knowledge is related to difference. For this reason, knowledge is itself an eschatological anticipation of the beatific vision.