RI-CLPM on simulated PALMA-like data shows positive reciprocal cross-lagged effects between within-individual math achievement and self-concept¶

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 RI-CLPM fitted to simulated data resembling Marsh et al.'s PALMA data, prior within-individual achievement positively predicted subsequent within-individual 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

SEM analysis of simulated data with the same correlations and sample size (N = 3527) as the PALMA data used by Marsh et al. (2024). The RI-CLPM showed "a good fit" and positive cross-lagged effects: achievement on self-concept b = 0.119 [0.097; 0.141], p < 0.001, and vice versa b = 0.146 [0.121; 0.171], p < 0.001.

"The RI-CLPM (Fig. 1A) had a good fit (χ 2 = 505, DF = 46, CFI = 0.981, TLI = 0.981, RMSEA = 0.053). In agreement with Marsh et al. (2024) and the reciprocal effects model, prior within-individual achievement had a positive effect on subsequent within-individual self-concept"

Discussion¶

Related Claims¶

• Good fit of the ESDM indicates the PALMA data could have been generated without any prospective effects between achievement and self-concept — reports the opposite
• LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model — reports the opposite
• With young primary-school readers, REM support appeared in CLPMs but not RI-CLPMs, motivating tests with older students — 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
• 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
• 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 — reports the opposite
• The extended REM was robust to several alternative modeling specifications proposed by Sorjonen et al. — related
• 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
• Simulated time-on-task achievement correlations resemble empirical distributions from K-12 classroom studies without any fitting procedure — related
• EF longitudinally predicts later SRL in children, supporting the notion that EF predicts SRL but not vice versa — related
• The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — 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 — 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