In German secondary-school mathematics, effects of self-concept on achievement are lagged (lag1) whereas effects of achievement on self-concept are more contemporaneous (lag0)¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2024 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The directional ordering is asymmetric: self-concept effects on achievement emerge over time (lag1, not lag0), while achievement effects on self-concept are more contemporaneous (lag0, not lag1). → Marsh 2024
Evidence¶
Marsh 2024¶
Marsh, H. W., Guo, J., Pekrun, R., Lüdtke, O., & Núñez-Regueiro, F. (2024). Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement's Directional Ordering. Educational Psychology Review, 36. https://doi.org/10.1007/s10648-024-09887-w
q2 · i? · associational · r3
Reported result of the model taxonomy applied to the PALMA data (five annual waves, math self-concept from six items, achievement from school grades). The article states the asymmetry verbatim; no test statistics or effect sizes are printed in the available text, so impact is uncoded.
"effects of ASC on achievement evolved over time (lag1, not lag0 effects), whereas effects of achievement on ASC effects were more contemporaneous (lag0, not lag1 effects)."
Discussion¶
Learner Variables¶
- Academic Self-Concept — predictor: learners who differ on it differ in outcomes
Related Claims¶
- A taxonomy of panel models incorporating lag0, lag1, and lag2 effects, random intercepts, and covariates supports reciprocal effects between academic self-concept and achievement — a broader claim this one bears on
- Random-intercept and lag2 panel models rest on different assumptions and offer alternative perspectives on controlling covariates — related
- Adding lag-2 paths to CLPMs substantially improves fit and provides stronger controls for preexisting differences, positioning extended CLPMs as viable alternatives to RI-CLPMs — related
- Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French — related
- Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French — a narrower finding that bears on this claim
- The temporal asymmetry in effect sizes: contemporaneous skill effects on self-concept are moderate (d = 0.33 in French) while alternative cross-effects are null or negligible — related
- Starting contemporaneous effects on wave 2 in the STARTS model yields positive contemporaneous effects of achievement on academic self-concept and positive lagged effects of self-concept on achievement — related
- Individual mathematics achievement is positively associated with students' ASC development over the school year — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
asc-achievement-temporal-asymmetry |
title |
In German secondary-school mathematics, effects of self-concept on achievement are lagged (lag1) whereas effects of achievement on self-concept are more contemporaneous (lag0) |
description |
In German secondary-school mathematics, effects of self-concept on achievement are lagged (lag1) whereas effects of achievement on self-concept are more contemporaneous (lag0) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — marsh-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.