The Impact and Interpretation of Modeling Residual Noninvariance in Growth Mixture Models

ABSTRACT

Current practices for growth mixture modeling emphasize the importance of the proper parameterization and number of classes, but the impact of these decisions on latent class composition and the substantive implications has not been thoroughly addressed. Using measures of behavior from 575 middle school students, we compared the results of several multilevel growth mixture models. Results indicated a dramatic shift in class assignment as the models allowed class-varying parameters, with different substantive interpretations and resulting typologies. This research suggests that using variability as a criterion for class differences in a behavior typology can dramatically impact latent class membership. This study describes decisions and results from testing for noninvariance, with particular emphasis on how decisions about the nature of within-person variance can affect resulting subgroups and model parameters.

KEYWORDS:

• Classroom behavior
• growth mixture models
• multilevel models
• residual invariance

Additional information

Funding

This study was funded by the U.S. Department of Education (R324A110017).