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Multivariate latent growth modeling (multivariate LGM) provides a flexible data analytic framework for representing and assessing cross-domain (i.e., between-constructs) relationships in intraindividual changes over time, which also allows incorporation of multiple levels of analysis. Using the chapter by Cortina, Pant, and Smith-Darden (this volume) as a point of departure, this chapter discusses important preliminary data analysis and interpretation issues prior to performing multivariate LGM analyses.

Alongside structural equation modeling (SEM), the complementary technique of partial least squares (PLS) path modeling helps researchers understand relations among sets of observed variables. Like SEM, PLS began with an assumption of homogeneity – one population and one model – but has developed techniques for modeling data from heterogeneous populations, consistent with a marketing emphasis on segmentation. Heterogeneity can be expressed through interactions and nonlinear terms. Additionally, researchers can use multiple group analysis and latent class methods. This chapter reviews these techniques for modeling heterogeneous data in PLS, and illustrates key developments in finite mixture modeling in PLS using the SmartPLS 2.0 package.

‘Subjective well-being comprises of people's emotional responses, domain satisfactions, and global judgements of life satisfaction’ (Diener et al., 1999). The health-related Sustainable Development Goal (SDG-3) aims to ensure ‘good health and well-being’ for all, over the globe. The World Happiness Report (2022) reported a highly significant relation between the SDG-3 and the subjective well-being scores and hence for the improvement of citizen well-being suggested for a holistic approach to economic development. The present chapter examines the impact of global economic crisis 2008–09 on the subjective well-being using time series data for six selected countries for the time period 2004–2019. Considering the crisis as an ‘intervention’, this chapter performs interrupted time series analysis for single- and multiple-group (country) comparisons. The single group analysis finds that in the immediate year of crisis, there appeared to be significant decrease in subjective well-being, followed by a significant decrease in the annual trend subjective well-being relative to pre-crisis for most of the countries. In case of multiple group analysis, the regression results reveal that initial mean level difference between any country and remaining countries was significant for most of the countries. The difference in the subjective well-being trend between a particular country and remaining countries after initiation of the crisis compared to pre-crisis period has appeared to be significantly negative for all the countries considered in the analysis.

Purpose – The purpose of this chapter is to examine methodological trends in emerging market strategy research and to provide a comprehensive review of methods of assessing group variation in comparative studies.

Methodology/approach – This comprises a systematic review of the methodology of emerging market research over the past 10 years, followed by methodological best practices for comparative studies involving emerging and mature markets, with exemplars from the past research.

Findings – Despite previous calls for more comparative studies in emerging market research, most of the literature is reporting on single-country studies. There is some confusion in terminology and the methods used in this area of strategy research. Increased attention to the “East” calls for a reevaluation of methods utilized in comparative studies. The methods described in this chapter present best practices for comparative research.

Social implications – More comparative studies would substantially expand our understanding of the differences between the emerging and developed markets, and the potential impact of emerging markets on global economy. Rigorous research methods extend validity and generalizability of the studies.

Originality/value – This chapter is the first study to date to analyze the methodological trends of the entire field of emerging market research over the span of 10 years and to provide systematic methodological recommendations tailored to analyzing variation in comparative studies.

We examine how input- (vs. output-) based performance evaluation and incentive intensity impact employees’ autonomous motivation, thereby influence their proactive work behaviors.

We collected survey responses from 309 employees of different firms. Multi-group Structural Equation Modeling analyses were used to analyze the data.

Input-based evaluation had a positive effect on autonomous motivation and proactive work behaviors when task uncertainty was high, but a negative effect when it was low. Autonomous motivation had a positive effect on proactive work behaviors.

Our results on the moderating effect of task uncertainty provide insights into inconsistencies in earlier studies. Moreover, applying self-determination theory of motivation to incentive research can provide some insights into why sometimes, incentives can negatively affect performance.

The study of proactive work behaviors is important because despite their necessity in the fast-changing business environment, they are relatively unexplored in the incentive literature. Proactivity is especially important for tasks that are high in uncertainty because the exact tasks to achieve those goals are hard to specify.

We investigate the effect of performance management system on proactive work behaviors, mediated by autonomous motivation and moderated by task uncertainty.

This chapter aims to delineate the indigenous pattern of parental involvement in Taiwan by investigating the effects of specific practices in schools and in the family, such as school selection, school involvement, preparing a study place at home, and providing nutritious food.

We use two waves of data from the Taiwan Youth Project (2000, 2003) to examine how parental involvement varies between dual- and single-earner families, and we further demonstrate how sons and daughters have different access in terms of recognizing their parents’ effort, and how children’s subjective appraisals promote their academic performance with respect to test scores.

We find that dual-earner families have higher incomes, higher educational levels, and have fewer children than single-earner ones. Our multivariate analyses show that parental involvement does increase youngsters’ Basic Competence Test (BCT) score. However, we are unable to find any direct or indirect effects from parental employment status on BCT scores. Further analysis indicates that the relationship between parental school involvement and BCT score is only significant among dual-earner families, but not for the single-earner ones. In addition, our multiple group analysis reveals that sons’ BCT scores are affected more by parents’ school involvement, whereas daughters’ are affected more by special home provision. Our findings from adolescents’ subjective responses imply that sons may be more responsive to a non-familial context in contrast with daughters, who react more positively to familial provision.

This paper theorizes the role of shared responsibility in the development of affective group attachments, interweaving ideas from social exchange and social identity theories. The main arguments are that (1) people engaged in task interaction experience positive or negative emotions from those interactions; (2) tasks that promote more sense of shared responsibility across members lead people to attribute their individual emotions to groups or organizations; and (3) group attributions of own emotions are the basis for stronger or weaker group attachments. The paper suggests that social categorization and structural interdependence promote group attachments by producing task interactions that have positive emotional effects on those involved.

Social psychological perspectives on educational stratification offer explanations that bridge the macro and micro social worlds. However, while ethnoracial disparities in academic achievement are evident during the earliest grade levels, most social psychological research in this area has examined high school or college student samples and has used a black–white binary to operationalize race.

We use longitudinal structural equation models to examine links between academic self-efficacy beliefs and school performance among a national sample of diverse third- through eighth-grade students in the United States.

Contrary to hypotheses derived from the student identity literature, we find no evidence that elementary and middle school students from different ethnoracial backgrounds vary in the degree to which they selectively discount evaluative feedback in their academic self-efficacy construction, nor in the extent to which they demonstrate disrupted links between academic self-efficacy and subsequent academic performance.

The study examines the extent to which race-linked social psychological processes may be driving academic achievement inequalities during the primary schooling years.

The purpose of this paper is to describe accomplishments and conundrums in a midcareer program of research with roots in the Strauss and Corbin seminars at UCSF in the early 1990s. My use of grounded theory methods in a succession of studies, all focused on family caregiving during cancer treatment, has generated theory on family caregiving skill, a phenomenon that was underconceptualized in the early 1990s. However, my successive grounded theory studies have raised a number of methodological conundrums pertaining to researcher perspective. I describe two here. First, how can a researcher develop grounded theory through successive studies without becoming so analytically enmeshed with previous study results that what gets noticed in new data is limited? Second, how strong a presence can a researcher's clinical perspective have in an analysis without violating the tenets of grounded theory? I argue that recent scholarship in grounded theory provides new ways of thinking about these conundrums.

To investigate the association between subjective dimensions of socioeconomic status and psychological distress, paying particular attention to Latino subgroup differences.

We used data from the Latino sample (N = 2,554) of the National Latino and Asian American Study (NLAAS). For our main analyses, we conducted a series of weighted multivariable linear regressions.

The results showed that subjective social status was associated with reduced psychological distress.

There are several key study limitations that warrant consideration. Chiefly, data utilized were cross-sectional; thus, it is unclear whether subjective socioeconomic status (SES) precedes or follows psychological distress.

Overall, our study makes several contributions to the sociological study of mental health differentials among Latinos. We show the importance of the association between subjective SES indicators and psychological distress. We also demonstrate how the associations analyzed in this study varied by Latino subethnicity, which we argue is an important step to fully understand the different social processes associated with the mental health of different Latina/o groups.