With young primary-school readers, REM support appeared in CLPMs but not RI-CLPMs, motivating tests with older students¶

Claim · All claims
Evidence · 1 study · associational r2 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Ehm et al. (2019) found support for the reciprocal effects model with CLPMs but not RI-CLPMs for reading constructs in young primary school students, with no significant cross-paths in either direction. → Herbert W. Marsh 2022

Evidence¶

Herbert W. Marsh 2022¶

Herbert W. Marsh, Reinhard Pekrun, & Oliver Lüdtke. (2022). Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09662-9

q1 · i? · associational · r2

The review reports, citing Ehm et al. (2019), that RI-CLPMs showed no statistically significant cross-paths from prior ASC to subsequent achievement or the reverse for young children's reading. For math (Ehm et al., 2021), CLPM and RI-CLPM results were similar and gave partial REM support.

"For reading constructs, Ehm et al. (2019) found support for REM with CLPMs but not RI-CLPMs. Indeed, their RI-CLPMs provided no support for either skill development or self-enhancement perspectives"

Discussion¶

Related Claims¶

• 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
• Simulation evidence shows RI-CLPM estimates are biased when the true model is a CLPM with lag-2 effects, and fit statistics cannot decide between the two — related
• RI-CLPMs control unmeasured time-invariant covariates better than CLPMs, but neither controls unmeasured time-varying covariates well — related
• 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
• The extended REM was robust to several alternative modeling specifications proposed by Sorjonen et al. — related
• The RI-CCLPM-C indicates a positive self-concept effect on achievement even when data are generated without any direct effects between self-concept and achievement — 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
• Time-reversed analysis of simulated data suggests a decreasing rather than increasing effect of self-concept on achievement, yielding inconsistent conclusions from the same data — related
• RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — related
• The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — possibly the same claim (merge candidate)