Longitudinal,+cross-sectional,+&+time-lag+models

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**Using longitudinal, cross‐sectional, and time-lag models to understand change over time** Barbara E. Moely, Research Affiliate, Center for Public Service, Tulane University [ moely@tulane.edu]


 * Keywords:** Longitudinal studies, complex research designs, time‐lag design, civic outcomes


 * Conference track:** Research designs and methodological issues


 * Format:** Research/Scholarly paper

Longitudinal studies showing change over time in students’ attitudes or skills do not allow us to separate the effects of age, cohort, and the time of data collection. By using more complex research designs, it is possible to make inferences about the importance of these different factors. This paper uses a study by Whitbourne and Waterman (1979) as a model for treating data from an ongoing longitudinal study of college students’ civic attitudes, knowledge, and skills (Moely & Ilustre, 2011). Whitbourne and Waterman contrasted longitudinal, cross‐sectional, and time‐lag designs, an approach that was used in the present study, as well.
 * Summary**

This approach was applied to data from a longitudinal study of 147 college students who completed surveys asking about civic attitudes, knowledge, and skills when they entered college (Time 1) and again two years later (Time 2). In longitudinal comparisons, increases over age and time were seen for a civic attitude and for three civic knowledge variables. Two other groups of research participants were available, as well: a group of 257 advanced students tested at Time 1 and a group of 103 more advanced students tested only at Time 2.

Overall, results showed that although age has some impact on students’ views, the experiences that they had during the two years covered by the study were of major importance, as shown for all three of these patterns. The audience will be encouraged to offer interpretations of the findings and address the following questions: How would other (hypothetical) patterns be interpreted? Is it worthwhile to carry out these comparisons? Under what conditions is this a viable or even necessary approach? Are there better ways to accomplish the same goals?

Moely, B. E., & Ilustre, V. (2011). University students’ views of a public service graduation requirement. //Michigan Journal of Community Service Learning, 17//(2), 43-58//.//
 * References**

Whitbourne, S. K., & Waterman, A.S. (1979). Psychosocial development during the adult years: Age and cohort comparisons. //Developmental Psychology, 15//(4), 373-378.


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