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A Multilevel Study of Interpersonal Influence in Academic ĹInfluence Networksĺ
Unformatted Document Text:  Influence Networks 39 Trafimow, D. & Finlay, K. A. (2001). The relationship between normatively versus attitudinally controlled people and normatively versus attitudinally controlled behaviors. Social Science Journal, 38, 203-216. Valente, T. W. (1996). Social network thresholds in the diffusion of innovations. Social Networks, 18, 69-89. i ├č 00 is the average intercept across the level 3 units, ├č 10 is the average regression slope across the level 3 units for attitude, u 0ij represents the unique increment to the intercept associated with level 3 unit j , u 1ij represents the unique increment to the attitude slope associated with level 2 unit j , u 2ij represents the unique increment to the subjective norm slope associated with level 2 unit j . ii To maximize the number of respondents included in the data analysis and to ensure that the indegree measure of centrality was valid, a cut-off point for response rates was set to 30% (Costenbader & Valente, 2002). Table 5 contains information about the response rates for each department. iii The list of behaviors used for the random effect include: using a listserv or distribution list within a course, using the web to deliver course content, using undergraduate preceptors to assist in teaching a class, using multiple choice formatted exams, making available to students outlines of lecture notes, using computer software to present lecture material in class, and sponsoring independent study work for honors students iv The cross-level interaction test was conducted with HLM5, which uses maximum likelihood estimation. The interaction test was based on the unstructured correlation matrix for the seven levels of the random effect, which represent the different teaching behaviors.

Authors: Wolski, Stacy.
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Influence Networks 39
Trafimow, D. & Finlay, K. A. (2001). The relationship between normatively versus
attitudinally controlled people and normatively versus attitudinally controlled behaviors. Social
Science Journal, 38, 203-216.
Valente, T. W. (1996). Social network thresholds in the diffusion of innovations. Social
Networks, 18, 69-89.
i
├č
00
is the average intercept across the level 3 units, ├č
10
is the average regression slope across the level 3 units for
attitude, u
0ij
represents the unique increment to the intercept associated with level 3 unit
j
, u
1ij
represents the unique
increment to the attitude slope associated with level 2 unit
j
, u
2ij
represents the unique increment to the subjective
norm slope associated with level 2 unit
j
.
ii
To maximize the number of respondents included in the data analysis and to ensure that the indegree measure of
centrality was valid, a cut-off point for response rates was set to 30% (Costenbader & Valente, 2002). Table 5
contains information about the response rates for each department.
iii
The list of behaviors used for the random effect include: using a listserv or distribution list within a course,
using the web to deliver course content, using undergraduate preceptors to assist in teaching a class, using multiple
choice formatted exams, making available to students outlines of lecture notes, using computer software to present
lecture material in class, and sponsoring independent study work for honors students
iv
The cross-level interaction test was conducted with HLM5, which uses maximum likelihood estimation. The
interaction test was based on the unstructured correlation matrix for the seven levels of the random effect, which
represent the different teaching behaviors.


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