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¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2026 · not yet checked against its sources · 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? When contemporaneous effects are introduced beginning on wave 2, the STARTS model shows positive contemporaneous effects of ACH on ASC and positive lagged effects of ASC on ACH, consistent with Marsh et al. (2024). → Núñez-Regueiro 2026
Evidence¶
Núñez-Regueiro 2026¶
Núñez-Regueiro, F., Marsh, H. W., Pekrun, R., Lüdtke, O., & Guo, J. (2026). On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.'s (2025a, 2025b) Commentaries. Educational Psychology Review, 38(80). https://doi.org/10.1007/s10648-026-10179-8
q2 · i? · associational · r?
Corrected STARTS re-analysis (Núñez-Regueiro et al., 2025) in which lag0 effects begin on wave 2 as required for adjustment for prior states; the model "shows positive contemporaneous effects of ACH on ASC" and positive lagged ASC effects. No effect sizes printed.
"When the contemporaneous effects are introduced beginning on wave 2 (Núñez-Regueiro et al., 2025), the STARTS model shows positive contemporaneous effects of ACH on ASC, and positive lagged effects of ASC on ACH"
Discussion¶
Learner Variables¶
- Academic Self-Concept — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Correcting the wave-1 change-score misspecification in Sorjonen et al.'s LCSM yields a proper solution with positive effects between academic self-concept and achievement — related
- Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering — related
- 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) — related
- STARTS model shows a positive effect of prior achievement on subsequent self-concept but no effect of prior self-concept on subsequent achievement — reports the opposite
- Reanalyses of simulated and PALMA data provide converging support for the extended reciprocal effects model, including an effect of academic self-concept on achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
corrected-starts-positive-contemporaneous-and-lagged-effects |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — núñez-regueiro-2026 |
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