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¶

Claim · All claims
Evidence · 1 study · review r3 · q1
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In simulated data, the RI-CLPM led to biased estimates if the true model was a CLPM with lag-2 effects (FF-CLPM), and vice versa; model fit statistics were unsuitable for choosing between them. → Hübner 2023

Evidence¶

Hübner 2023¶

Hübner, N., Wagner, W., Zitzmann, S., & Nagengast, B. (2023). How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09724-6

q1 · i? · review · r3

The review reports a simulation study by Lüdtke and Robitzsch in which data were "generated ... based on a CLPM with three measurement occasions", showing RI-CLPM bias under a lag-2 true model and that "model fit statistics do not seem suitable" for model choice.

"they generated data for two variables X and Y based on a CLPM with three measurement occasions and showed that the RI-CLPM leads to biased estimates if the true model is a CLPM with lag-2 effects"

Discussion¶

Related Claims¶

• 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 — reports the opposite
• RI-CLPMs control unmeasured time-invariant covariates better than CLPMs, but neither controls unmeasured time-varying covariates well — 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
• 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
• The extended REM was robust to several alternative modeling specifications proposed by Sorjonen et al. — 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 — related
• Random-intercept and lag2 panel models rest on different assumptions and offer alternative perspectives on controlling covariates — related
• The reciprocal effects are robust to alternative models attributing them to latent confounding or residual error (RI-LTVC, STARTS) — related
• The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — related
• The ESDM's unidirectional trait-ACH-to-trait-ASC path is not empirically identified, and the confounder-based RI-LTVC alternative shows poor fit with no support for a time-varying confounder — a narrower finding that bears on this claim
• RI-CLPM random-intercept correlations between grades and emotions (median |r| = 0.46) were stronger than the undecomposed CLPM correlations (median |0.34|) — related
• The reciprocal relations model fits better than unidirectional alternatives, supporting reciprocal causation between emotions and achievement — related
• Deviations from the convergence assumption produce unreliable cross-lagged findings in school motivation research — related
• Next-generation cross-lagged models relax the convergence assumption in school motivation panel data — related