Separate teacher marks and standardized test performance as distinct latent achievement constructs in longitudinal panel models¶
Research Method · All research methods
Evidence · 3 claims (3 for) · 1 study (1 associational),q3· 0 of 1 report an effect size · 3 claims rest on one study
Description¶
The article recommends that future investigations on causal ordering include both marks and test performance as distinct latent variables rather than a single achievement indicator, because single-indicator models yield artificially reciprocal patterns. The authors state this complex model was "recommended for future investigations on this issue," and that single-indicator use "may lead to artificially high regression coefficients." This applies to longitudinal panel research on motivation–achievement relations.
Accounts¶
- Model marks and test performance as separate achievement constructs in longitudinal studies of self-concept and achievement: The article recommends that future investigations on causal ordering include both marks and test performance as distinct latent variables rather than a single achievement indicator, because single-indicator models yield artificially reciprocal patterns. The authors state this complex model was "recommended for future investigations on this issue," and that single-indicator use "may lead to artificially high regression coefficients." This applies to longitudinal panel research on motivation–achievement relations. (Helmke et al. (1995))
Claims¶
- Models using a single achievement indicator (marks or tests alone) yield a reciprocal self-concept–achievement pattern, unlike integrated models [+M]
- When marks and tests are modeled as separate latent variables with cross-lagged effects between them, effects of self-concept on achievement completely disappear [+M]
- 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 [+W]
Related Research Methods¶
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Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
separate-teacher-marks-and-standardized-test-performance-as-distinct-latent-achievement-co |
title |
Separate teacher marks and standardized test performance as distinct latent achievement constructs in longitudinal panel models |
description |
The article recommends that future investigations on causal ordering include both marks and test performance as distinct latent variables rather than a single achievement indicator, because single-indicator models yield artificially reciprocal patterns. |
status |
review |
generated |
by process:settle-candidates on 2026-10-25 |
trust |
unverified — no one has confirmed this page's content |
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