Traditional latent class analysis (LCA) considers entropy R2 as the only measure of effect size. However, entropy may not always be reliable, a low boundary is not agreed upon, and good separation is limited to values of greater than .80. As applications of LCA grow in popularity, it is imperative to use additional sources to quantify LCA classification accuracy. Greater classification accuracy helps to ensure that the profile of the latent classes reflect the profile of the true underlying subgroups. This Monte Carlo study compared the quantification of classification accuracy and confidence intervals of three effect sizes, entropy R2, I-index, and Cohen’s d. Study conditions included total sample size, number of dichotomous indicators, latent class membership probabilities (γ), conditional item-response probabilities (ρ), variance ratio, sample size ratio, and distribution types for a 2-class model. Overall, entropy R2 and I-index showed the best accuracy and standard error, along with the smallest confidence interval widths. Results showed that I-index only performed well for a few cases.

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The thesis "The Potential of Latent Class Analysis: the Czech Television Audience Case Study" deals with latent class analysis and it's potential as a segmentation method. Three different approaches are examined - latent class analysis for joint data from six research waves, simultaneous latent class analysis for each wave separately and latent class analysis for joint data transferred into dichotomous form. The results of all three methods are compared through secondary analysis of data from case study focused on audience's perception of the Czech Television; their strong and weak points are described and the most suitable solution is chosen. Based on these findings, four identified segments of the audience are then interpreted from the point of their characteristic features and sociodemographic parameters. This paper is supported by works of classic authors in the area of latent class analysis; the thesis refers to their findings that also served as basis for composition of the research hypotheses.

Ce mémoire a été fait sous la tutelle de Jean Proulx. Il a été évalué par un jury composé de Denis Lafortune, Jean Proulx et Catherine Arseneault. Suite à l'évaluation du mémoire, ce dernier a été recommandé à la liste d'honneur du doyen et du recteur, et a été soumis pour le prix du meilleur mémoire de la FESP 2022. / Encore à ce jour, le portrait de l’agresseur sexuel sadique rapporté dans la littérature ne fait pas consensus, et ce notamment dû aux limites des études desquelles il découle (ex. : définition du sadisme sexuel qui ne fait pas consensus, échantillon hétérogène, temporalité fixée à l’âge adulte). Dans l’objectif de combler ces limites, nous avons examiné, à partir d’un échantillon composé de 206 agresseurs sexuels de femmes adultes, incarcérés au Québec (Canada), et sur la base d’une définition du sadisme sexuel validée empiriquement, la Severe Sexual Sadism Scale (SESAS), et d’une centaine de variables s’étalant de l’enfance à la phase post-délictuelle, ce qui distingue les agresseurs sexuels sadiques (n = 69) des non-sadiques (n = 137). Pour ce faire, des analyses bivariées (chi-deux) ont été réalisées. Ces analyses ont révélé que les agresseurs sexuels sadiques et non-sadiques de femmes adultes se distinguent sur plusieurs aspects, notamment de nature développementale (ex. : victimisation avant l’âge de 18 ans), psychologique (ex. : personnalité, psychopathologie), sexologique (ex. : fantaisies sexuelles déviantes) et criminologique (ex. : modus operandi). En outre, nous avons examiné, auprès du même échantillon, si le sadisme sexuel constitue ou non un phénomène hétérogène. À cette fin, des analyses de classes latentes ont été réalisées sur les items de la SESAS, lesquelles nous ont révélé que le sadisme sexuel ne constitue pas un phénomène hétérogène, se manifestant différemment selon les caractéristiques de l’agresseur sexuel. Les résultats susmentionnés et leurs implications théoriques et cliniques sont discutés. / To date, there has been no consensus in the literature on the characteristics of the sadistic sexual aggressor. This has been largely the result of the limitations of studies of this phenomenon (e.g., idiosyncratic definitions of sexual sadism, heterogeneous samples, temporality fixed at adulthood). In an effort to address these limitations, we identified the distinguishing features of sadistic (n = 69) and nonsadistic (n = 137) sexual aggressors against adult women, all of whom were incarcerated in Quebec (Canada), using the Severe Sexual Sadism Scale (SESAS), an empirically validated measurement instrument for sexual sadism, as well as other variables. Bivariate (chi-square) analyses revealed that sadistic and nonsadistic sexual aggressors of adult women differed in several ways, including developmental (e.g., victimization before age 18), psychological (e.g., personality, psychopathology), sexological (e.g., deviant sexual fantasies), and criminological (e.g., modus operandi). To determine whether sexual sadism is a heterogeneous phenomenon, latent class analyses were conducted on the SESAS items. These analyses revealed that sexual sadism is not heterogeneous, manifesting itself differently depending on the characteristics of the sexual aggressor. The above results and their theoretical and clinical implications are discussed.

This study was designed to empirically derive latent classes of mothers who were sexually abused during childhood and to assess the association between depression, alcohol/drug use, supportive intimate partner, and specific classes. One hundred six women between the ages of 20 and 44 years (M = 27) who reported having been sexually abused during childhood (CSA) and 158 non-CSA mothers between the ages of 20 and 43 years (M = 23) were interviewed and assessed along six parenting dimensions. Logistic regression models evaluated the association between psychoemotional variables and specific classes. The final model consisted of three classes--53.2%, 31.7%, and 15.2%. Alcohol/drug use was not statistically significantly associated with either class. Maternal depression and intimate partner support were differentially associated with the three parenting classes. Empirical support is provided for distinct classes of mothers sexually abused in childhood. The data-driven categorization of CSA mothers provides research and clinical directions for future parenting of survivors of childhood sexual abuse.

L’objectif de la présente étude est de soutenir l’utilisation d’une approche écologique pour l’analyse des données d’une évaluation standardisée. Nous implémentons cette approche en utilisant une Analyse de Classes Latentes (ACL) avec covariables sur les données du test de lecture du Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN (PASEC) des élèves francophones de 6e année du primaire au Cameroun (N=617) et montrons comment une telle approche peut susciter un regard nouveau sur les résultats de cette évaluation. En effet, les programmes d’Évaluations standardisées à Larges Échelles (ELE) visent à évaluer les apprentissages et les compétences des individus et fournissent des données d’aide à la décision dans beaucoup de pays (Hogan, 2017 ; Loye, 2011 ; Wagemaker, 2014). Dans le cadre de ces ELE, les performances sont estimées uniquement sur la base des réponses que fournissent les candidats et donc de leurs capacités cognitives (Zumbo et al, 2015). Pourtant, de plus en plus de recherches suggèrent de considérer la performance à un test comme un phénomène qui se réalise dans un réseau interconnecté de connaissances, de caractéristiques individuelles et de contextes particuliers (McNamara, 2007 ; McNamara et Roever, 2006 ; Mislevy, 2018 ; Zumbo et al, 2015). L’approche écologique, qui s’inscrit dans cette perspective, s’intéresse aux hypothèses contextuelles, sociales et culturelles lors de l’estimation des performances à un test (McNamara, 2007 ; McNamara et Roever, 2006 ; Zumbo et al, 2015). Nos résultats mettent en évidence des écologies de performances en lecture qui varient en fonction des régions. Dans chacune de ces écologies, les profils de performances en lecture qui s’y dégagent dépendent des caractéristiques des élèves et des caractéristiques des milieux scolaires et extrascolaires dans lesquels ils évoluent. Nous mettons ainsi l’emphase sur le caractère situé des performances à un test permettant une lecture plus équitable des performances des différents candidats. Ce faisant, nous formulons des recommandations qui tiennent compte des réalités contextuelles des candidats contrairement aux recommandations uniformes souvent formulées à la suite des résultats aux ELE. / The purpose of this study is to support the use of an ecological approach for the analysis of standardized data assessment. This study is implimented by Latent Classes Analysis (ACL) with covariables on the test reading data of the « Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN » (PASEC) french-speaking students of 6th grade primary school in Cameroon (N = 617) and shows how this approach can change the way we interpret the results of this study. Indeed, Standardized Large Scale Assessments (ELE) programs aim to appraise the learning and skills of individuals and provide decision support data in many countries (Hogan, 2017 ; Loye, 2011; Wagemaker, 2014). In the context of these ELEs, performance is estimated solely based on the responses provided by the candidates and therefore of their cognitive abilities (Zumbo et al, 2015). Yet a growing body of research suggests viewing test performance as a phenomenon that occurs in an interconnected network of knowledge, individual characteristics, and particular contexts (McNamara, 2007 ; McNamara and Roever, 2006 ; Mislevy, 2018 ; Zumbo et al. , 2015). The ecological approach, which is part of this perspective, is interested in the contextual, social and cultural hypotheses when estimating the performance of a test (McNamara and Roever, 2006 ; McNamara, 2007 ; Zumbo et al, 2015). Our results highlight reading performance ecologies that vary by region. In each of these ecologies, the reading performance profiles that emerge depend on the characteristics of the students and the characteristics of the school and out-of-school environments in which they operate. We therefore put the emphasis on the situated character of the performances on a test allowing a fairer reading of the performances of the different candidates. In doing so, we formulate recommendations that take into account the contextual realities of applicants, unlike the standard recommendations often made following ELE results.

A Monte Carlo simulation study on class enumeration with latent class regression models. / Latent class regression (LCR) is a statistical method used to identify qualitatively different groups or latent classes within a heterogeneous population and commonly used in the behavioural, health, and social sciences. Despite the vast applications, an agreed fit index to correctly determine the number of latent classes is hotly debated. To add, there are also conflicting views on whether covariates should or should not be included into the class enumeration process. We conduct a simulation study to determine the impact of covariates on the class enumeration accuracy as well as study the performance of several commonly used fit indices under different population models and modelling conditions. Our results indicate that of the eight fit indices considered, the aBIC and BLRT proved to be the best performing fit indices for class enumeration. Furthermore, we found that covariates should not be included into the enumeration procedure. Our results illustrate that an unconditional LCA model can enumerate equivalently as well as a conditional LCA model with its true covariate specification. Even with the presence of large covariate effects in the population, the unconditional model is capable of enumerating with high accuracy. As noted by Nylund and Gibson (2016), a misspecified covariate specification can easily lead to an overestimation of latent classes. Therefore, we recommend to perform class enumeration without covariates and determine a set of candidate latent class models with the aBIC. Once that is determined, the BLRT can be utilized on the set of candidate models and confirm whether results obtained by the BLRT match the results of the aBIC. By separating the enumeration procedure of the BLRT, it still allows one to use the BLRT but reduce the heavy computational burden that is associated with this fit index. Subsequent analysis can then be pursued accordingly after the number of latent classes is determined. / Thesis / Master of Science (MSc)

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Abstract Objective The goal of this study is to uncover latent classes of maternal and paternal helicopter parenting among American and Chinese college students, and to examine whether latent classes of maternal and paternal helicopter parenting are related to college students’ mental health (depression and self-esteem). Background Previous studies have examined the association between helicopter parenting and college students’ well-being. However, less is known about how the multidimensional construct of helicopter parenting is related to college students’ mental health across Western and Eastern cultural contexts. Method We conducted three-step latent class analyses using nine helicopter parenting indicators for 1,386 mother–child and 1,214 father–child groups in the United States and 520 mother–child and 454 father–child groups in China. Next, we tested the association between the class membership of maternal and paternal helicopter parenting and college students’ mental health. Results We identified distinct helicopter parenting latent classes among four American and Chinese parent–child groups. We also found that American college students in the strong maternal helicopter parenting latent class reported poorer mental health than those in other latent classes. Conclusion Our findings indicate that the multidimensional construct of helicopter parenting can be interpreted differently by parents and college-aged children according to their social and cultural contexts. Implications The findings of this study suggest that it is necessary to strengthen understanding of the multidimensional construct of helicopter parenting for parents with college-aged children to enable them to develop more appropriate parenting practices as well as support their children's well-being.

Während mit quantitativen Methoden zwar einsichtsreicher Forschungsarbeiten zur Ungleichheit durchgeführt werden, vermitteln diese Ansätze ein unvollständiges Bild der zunehmenden sozioökonomische Trennung innerhalb der Gesellschaften im globalen Norden sowie auch im globalen Süden. Diese Dissertation untersucht, welchen Beitrag die Theorie der sozialen Reproduktion zum Verständnis der gesellschaftlichen Spaltung im Zusammenhand mit wirtschaftlicher Veränderung leisten kann. Ausgehend von den theoretischen und experimentellen Arbeiten von Jodhka, Souza und Rehbein geht diese Arbeit der Hypothese einer zunehmenden Trennung zwischen den aufstrebenden und den defensiven Untergruppen der Kämpferklasse als Folge der neoliberalen Reformen des späten XX Jahrhunderts nach. Deutschland und Kolumbien dienen dabei als Studienfälle. Diese Dissertation präsentiert die Gemeinsamkeiten der Folgen entsprechender Reformen in beiden Ländern wie auch ihre Verbindung mit der weltweiten Verbreitung des Neoliberalismus auf. Diese Recherche zeigt, dass die Reformen in den Gesellschaften beider Länder zu Veränderungen geführt haben und dass sie für jede Untergruppe der Kämpferklasse eine entgegengesetzte Wirkung hatten. Sie förderten die Eigenschaften und Kapitalien, die eher mit den Mitgliedern der aufstrebenden Kämpfer in Verbindung gebracht werden, während sie sich gleichzeitig negativ auf die Eigenschaften und Kapitalien auswirkten, die mit den defensiven Kämpfern in Verbindung gebracht werden. Diese Recherche zeigt auch den Zusammenhang zwischen der Internationalisierung der Produktionskette, der Prekarisierung der Arbeit, der zunehmenden Kommodifizierung des sozialen Lebens und der wachsenden Spaltung der Gesellschaften. Letztlich beweist die Dissertation, dass die Theorie der sozialen Reproduktion ein gültiges Instrument ist, um die Auswirkungen von Wirtschaftsreformen zu verstehen und die beobachtete zunehmende Ungleichheit und Segregation innerhalb der Gesellschaften zu erklären. / Although very valuable research on inequality is done with quantitative methods, these approaches provide an incomplete picture of the growing socioeconomic separation inside societies in the global north as well as in the global south. This dissertation evaluates the contributions that the theory of social reproduction can give to understanding of the divide inside societies in relationship with economic transformations. Departing from the theoretical and experimental work of Jodhka, Souza and Rehbein, this research tests the hypothesis of a growing separation between the subgroups of the fighter class, aspiring and defensive, as a result of the neoliberal reforms of the late XX Century. Germany and Colombia being used as cases of study. This dissertation presents the similarities between the impact of reforms in both countries and their relation to the spread of neoliberalism across the globe. This research shows that there have been transformations as a result of the reforms inside each society and that they had an opposite effect for each subgroup of the fighter class. On one side favoring the traits and capitals that more closely associate with the members of the aspiring fighters while simultaneously negatively affecting the traits and capitals that are associated with the defensive fighters. This research also shows the interconnection of the internationalization of the production chain, precarization of work, the rising commodification of social life and the growing divide inside societies. Ultimately, the dissertation proves that social reproduction theory is a valid tool for understanding the impact of economic reforms and explaining the observed increasing inequality and segregation inside societies.