Taxonomy of reciprocal effect panel models: CLPM, RI-CLPM, PCPM, and CCLPM with lag0, lag1, and lag2 effects¶
Research Method · All research methods
Evidence · 4 claims (4 for) · 2 studies (2 associational),q2–q3· 1 of 2 report an effect size · 4 claims rest on one study
Description¶
The article's methodological contribution is a taxonomy of structural equation models for directional ordering, extending Muthén and Asparouhov's contemporaneous-effects models with latent measurement factors, lag2 paths, random intercepts, and covariate strategies. "We focus on four basic models (Fig. 2): CLPMs (lag1 effects; no RI; no lag0 effects), RI-CLPMs (with lag1 and RI effects, but no lag0 effects), pure contemporaneous panel models with only contemporaneous effects (PCPM; RI and lag0 effects, but no lag1 cross-paths), and reciprocal models (RI-CCLPM; RI, lag0 and lag1 effects)." Lag0 paths are reciprocal paths within each wave; lag2 paths link non-adjacent waves. The models were fit to five annual waves of PALMA data.
Accounts¶
- Taxonomy of reciprocal effect panel models: CLPM, RI-CLPM, PCPM, and CCLPM with lag0, lag1, and lag2 effects: The article's methodological contribution is a taxonomy of structural equation models for directional ordering, extending Muthén and Asparouhov's contemporaneous-effects models with latent measurement factors, lag2 paths, random intercepts, and covariate strategies. "We focus on four basic models (Fig. 2): CLPMs (lag1 effects; no RI; no lag0 effects), RI-CLPMs (with lag1 and RI effects, but no lag0 effects), pure contemporaneous panel models with only contemporaneous effects (PCPM; RI and lag0 effects, but no lag1 cross-paths), and reciprocal models (RI-CCLPM; RI, lag0 and lag1 effects)." Lag0 paths are reciprocal paths within each wave; lag2 paths link non-adjacent waves. The models were fit to five annual waves of PALMA data. (Marsh et al. (2024))
- Contemporaneous-Lagged Reciprocal Effects Model (CL-REM): a timescales continuum refinement of the Reciprocal Effects Model: The CL-REM is the article's proposed refinement of the Reciprocal Effects Model, drawing on the timescales continuum framework to formalize how self-concept and skills influence each other at different speeds. It distinguishes three levels: a "Contemporaneous skill development effect (microlevel timescale)", a "Lagged self-enhancement effect (mesolevel timescale)", and covariance of stable traits at the macrolevel estimated through random intercepts. The model predicts that skills modify self-concept quickly (within a semester) while self-concept shapes skills gradually (across semesters), and that detectability depends on aligning measurement intervals with these timescales. (I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds)
Claims¶
- 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) [+M]
- Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French [+M]
- Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French [+M]
- 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 [+M]
Related Research Methods¶
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Key Sources¶
- 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
- Núñez-Regueiro, F., Marsh, H. W., Bressoux, P., Batruch, A., Bouet, M., Bressan, M., Brown, G., Butera, F., Cherbonnier, A., Darnon, C., Demolliens, M., de Place, A.-L., Desrichard, O., Goron, L., Hémon, B., Huguet, P., Jamet, E., Mazenod, V., Mella, N., Michinov, E., Michinov, N., Ofosu, N., Peter, L., Poletti, C., Régner, I., Riant, M., Robert, A., Rudmann, O., Sanrey, C., Stanczak, A., Toumani, F., Visintin, E. P., Pansu, P. (2026). I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10131-w
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
taxonomy-of-reciprocal-effect-panel-models-clpm-ri-clpm-pcpm-and-cclpm-with-lag0-lag1-and |
title |
Taxonomy of reciprocal effect panel models: CLPM, RI-CLPM, PCPM, and CCLPM with lag0, lag1, and lag2 effects |
description |
The article's methodological contribution is a taxonomy of structural equation models for directional ordering, extending Muthén and Asparouhov's contemporaneous-effects models with latent measurement factors, lag2 paths, random intercepts, and covariate strategies. |
status |
review |
generated |
by process:settle-candidates on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
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