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A Multilevel Study of Interpersonal Influence in Academic ‘Influence Networks’
Unformatted Document Text:  Influence Networks 17 A cross-sectional web-based survey was issued during the Fall 2001 term. Academic departments served as the network boundary, and letters of introduction that described the study and contained unique login and password information solicited participants within each department. The login and password information enabled network data collection by providing departmental membership information for each individual so that, upon logging into the survey, each individual was presented with a list of fellow colleagues. Thirteen departments reflected satisfactory response rate were included in the study ii . Analysis A Pearson Product-Moment correlation was conducted for both hypothesis 1a and 1b and also for hypothesis 2a and 2b. For hypotheses 1a and 1b, the correlation was calculated for both types of centrality and for one’s indegree motivation to comply score. For hypotheses 2a and 2b, a correlation among both types of centrality with one’s outdegree score for motivation to comply. The analysis for the third hypothesis entailed a multilevel random effects model. The first level regressed behavioral intent onto attitude and subjective norm. Individuals were asked to rate their behavioral intent, attitude, and subjective norm for each of seven teaching behaviors. This domain was selected because teaching behaviors were accessible to all faculty included in the study iii . This hypothesis was tested with a cross-level interaction between both types of centrality (at level 2) and attitude weight (at level 1). In other words, centrality was specified to interact with the slope for the attitude component of the first level regression model. This ‘slopes as outcomes’ model treats the level 1 slope (attitude weight) as the dependent variable and the level 2 variable (centrality) is the independent variable.

Authors: Wolski, Stacy.
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Influence Networks 17
A cross-sectional web-based survey was issued during the Fall 2001 term. Academic
departments served as the network boundary, and letters of introduction that described the study
and contained unique login and password information solicited participants within each
department. The login and password information enabled network data collection by providing
departmental membership information for each individual so that, upon logging into the survey,
each individual was presented with a list of fellow colleagues. Thirteen departments reflected
satisfactory response rate were included in the study
ii
.
Analysis
A Pearson Product-Moment correlation was conducted for both hypothesis 1a and 1b and
also for hypothesis 2a and 2b. For hypotheses 1a and 1b, the correlation was calculated for both
types of centrality and for one’s indegree motivation to comply score. For hypotheses 2a and 2b,
a correlation among both types of centrality with one’s outdegree score for motivation to
comply.
The analysis for the third hypothesis entailed a multilevel random effects model. The
first level regressed behavioral intent onto attitude and subjective norm. Individuals were asked
to rate their behavioral intent, attitude, and subjective norm for each of seven teaching behaviors.
This domain was selected because teaching behaviors were accessible to all faculty included in
the study
iii
. This hypothesis was tested with a cross-level interaction between both types of
centrality (at level 2) and attitude weight (at level 1). In other words, centrality was specified to
interact with the slope for the attitude component of the first level regression model. This
‘slopes as outcomes’ model treats the level 1 slope (attitude weight) as the dependent variable
and the level 2 variable (centrality) is the independent variable.


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