Models using a single achievement indicator (marks or tests alone) yield a reciprocal self-concept–achievement pattern, unlike integrated models¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Simple models using either marks or test performance alone imply that self-concept in elementary school serves both as cause and as effect of achievement. → Helmke 1995

Evidence¶

Helmke 1995¶

Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87(4), 624-637. https://doi.org/10.1037/0022-0663.87.4.624

q3 · i? · associational · r2

Discussion of the article's own LISREL comparisons (Models 1, 2a, 2b on the 697-student sample): models with one achievement indicator yielded reciprocal cross-lagged effects, and "there is an increasing dominance of paths leading from achievement to self-concept."

"The former models, which use either test performance or marks (such as the majority of relevant studies, see Table 1), yield a reciprocal model, implying that self-concept in elementary school serves both as cause and as effect."

Discussion¶

Related Claims¶

• When marks and tests are modeled as separate latent variables with cross-lagged effects between them, effects of self-concept on achievement completely disappear — related
• In elementary school, achievement predicts later self-concept of ability but prior self-concept does not significantly predict later achievement when achievement is modeled with both marks and tests integrated — related
• Prior longitudinal SEM studies of self-concept versus achievement causality show heterogeneous causal predominance, varying with design, self-concept operationalization, domain, and achievement measure — a broader claim this one bears on