LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a latent change score model on the simulated PALMA-like data, prior within-individual achievement had a negative effect on subsequent latent change in self-concept and vice versa. → Kimmo Sorjonen 2025

Evidence¶

Kimmo Sorjonen 2025¶

Kimmo Sorjonen, Bo Melin, Gustav Nilsonne. (2025). Inconclusive Evidence for a Prospective Effect of Academic Self-Concept on Achievement: A Simulated Reanalysis and Comment on Marsh et al. (2024). Educational Psychology Review. https://doi.org/10.1007/s10648-025-10008-4

q2 · i? · associational · r2

Latent change score model fitted on the same simulated data (acceptable fit: χ2 = 1366, DF = 45, CFI = 0.945, RMSEA = 0.091). The article reports "a negative effect on subsequent latent change in self-concept" and the mirrored negative effect, contrary to the reciprocal effects model.

"prior within-individual achievement had a negative effect on subsequent latent change in self-concept (b = −0.393 [−0.415; −0.372], p < 0.001) and vice versa (b = −0.418 [−0.440; −0.395], p < 0.001)"

Discussion¶

Related Claims¶

• Additional modified models suggest a positive effect of change in achievement on contemporaneous change in self-concept — reports the opposite
• RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — 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 — reports the opposite
• 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
• Validation with simulated TRAIN-like data replicates the divergence: RI-CLPM positive, LCSM negative, ESDM no-direct-effects — related
• Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French — reports the opposite
• Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French — reports the opposite
• EF longitudinally predicts later SRL in children, supporting the notion that EF predicts SRL but not vice versa — related
• 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 — reports the opposite