Prior longitudinal SEM studies of self-concept versus achievement causality show heterogeneous causal predominance, varying with design, self-concept operationalization, domain, and achievement measure¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The reviewed structural equation modeling studies support skill development, self-enhancement, reciprocal effects, or no cross-lagged effects, depending on measurement waves, grade levels, time intervals, and achievement operationalization. → Helmke 1995

Evidence¶

Helmke 1995¶

Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87(4), 624-637. https://doi.org/10.1037/0022-0663.87.4.624

q2 · i? · associational · r2

Narrative review (Table 1) of prior longitudinal SEM studies (e.g., Byrne 1986; Newman 1984; Shavelson & Bolus 1982). The review reports some supporting each model "and even one with no cross-lagged effects at all," attributed as printed to the individual studies.

"Obviously, the pattern of results with regard to the causal predominance of self-concept or achievement is quite heterogeneous, as an inspection of the last column in Table 1 reveals."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Gender affects levels of self-concept and mathematics achievement but not the pattern of causal predominance — related
• In elementary school, achievement predicts later self-concept of ability but prior self-concept does not significantly predict later achievement when achievement is modeled with both marks and tests integrated — a narrower finding that bears on this claim
• Achievement shows positive within-domain and negative cross-domain effects on academic self-concept and value, replicating dimensional comparison theory — a narrower finding that bears on this claim
• The cross-lagged model holds equally for intervention and control groups and for boys and girls — related
• RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — a narrower finding that bears on this claim
• Models using a single achievement indicator (marks or tests alone) yield a reciprocal self-concept–achievement pattern, unlike integrated models — a narrower finding that bears on this claim