Achievement rank-order stability is high across primary school, with written-language stability (β = 0.62–0.75) exceeding mathematics stability (β = 0.38–0.45)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Autoregressive effects showed high rank-order stability of achievement across grades 1–4, stronger for written language than mathematics. → Kulakow 2023

Evidence¶

Kulakow 2023¶

Kulakow, S., Mahlau, K., & Kocaj, A. (2023). The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school. https://osf.io/cyqak/?view_only=37eade9dd7c142e88fe9bef9451c125e

q3 · i? · associational · r2

In the cross-lagged panel models (N = 461), autoregressive paths showed "stable autoregressive effects of standardized estimates ranging from β = 0.62 to β = 0.75" for written language and β = 0.38 to 0.45 for mathematics, all significant.

"we found stable autoregressive effects of standardized estimates ranging from β = 0.62 to β = 0.75. While the estimates were smaller for mathematical achievement (β = 0.38 to β = 0.45), they were throughout significant and indicated medium regression effects."

Discussion¶

Related Claims¶

• Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4 — related
• Interest is substantially more stable over time than boredom, whose autoregressive paths are low and decline — related
• Each narrative writing measure is longitudinally stable within itself across the upper elementary grades, with no significant cross-lagged relationships across measures — related
• Cross-lagged effects between behavioral problems and achievement are sporadic and domain-dependent, not consistently reciprocal, across elementary school — related