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¶

Claim · All claims
Evidence · 2 studies · 2 associational r2–r3 · q2
Currency · newest study 2024 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Support for the reciprocal effects model was consistent across all basic and extended RI-CLPMs and CLPMs relating math self-concept, school grades, and test scores over five secondary-school years. → Herbert W. Marsh 2022

q2 i? Across a taxonomy of models with varying lag0, lag1, lag2, random-intercept and covariate features, reciprocal effects of academic self-concept and achievement on each other were supported, described as medium or large. → Marsh 2024

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

q2 · i? · associational · r2

Secondary analysis of the PALMA longitudinal study (N = 3,425; Grades 5–9) juxtaposing CLPMs and RI-CLPMs in tripartite models of math self-concept, grades, and test scores. The article reports "consistent support for the REM bidirectional-ordering hypothesis" across all models.

"Across all basic and extended RI-CLPMs and CLPMs, there was consistent support for the REM bidirectional-ordering hypothesis that self-concept and achievement are each a cause and an effect of the other."

Marsh 2024¶

Marsh, H. W., Guo, J., Pekrun, R., Lüdtke, O., & Núñez-Regueiro, F. (2024). Cracking Chicken-Egg Conundrums: Juxtaposing Contemporaneous and Lagged Reciprocal Effects Models of Academic Self-Concept and Achievement's Directional Ordering. Educational Psychology Review, 36. https://doi.org/10.1007/s10648-024-09887-w

q2 · i? · associational · r3

Reanalysis of the PALMA longitudinal study (five annual waves of mathematics data, Years 5-9, Bavarian secondary schools; N = 3370 in the Method section) using new SEMs in Mplus. The article reports that its model taxonomy "consistently supported a priori reciprocal effect model (REM) predictions" with medium or large reciprocal effects; no numeric effect size is printed in the available text.

"consistently supported a priori reciprocal effect model (REM) predictions—medium or large reciprocal effects of ASC and achievement on each other."

Discussion¶

Learner Variables¶

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

Related Claims¶

• With young primary-school readers, REM support appeared in CLPMs but not RI-CLPMs, motivating tests with older students — related
• The extended REM was robust to several alternative modeling specifications proposed by Sorjonen et al. — 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
• Reanalyses of simulated and PALMA data provide converging support for the extended reciprocal effects model, including an effect of academic self-concept on achievement — a broader claim this one bears on
• 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
• 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
• 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
• Random-intercept and lag2 panel models rest on different assumptions and offer alternative perspectives on controlling covariates — related
• RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept — related
• The reciprocal effects are robust to alternative models attributing them to latent confounding or residual error (RI-LTVC, STARTS) — related
• Reciprocal effects are robust to time-invariant confounders, but the French lagged self-concept effect did not survive the lag2 carryover stress test — related
• Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French — related
• The temporal asymmetry in effect sizes: contemporaneous skill effects on self-concept are moderate (d = 0.33 in French) while alternative cross-effects are null or negligible — related
• Bidirectional EF–mathematics relationships are reported but the longitudinal evidence is mixed and method-dependent — related
• The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — related
• 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 — related
• Individual mathematics achievement is positively associated with students' ASC development over the school year — related
• RI-CLPM random-intercept correlations between grades and emotions (median |r| = 0.46) were stronger than the undecomposed CLPM correlations (median |0.34|) — related
• Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades — related