Pursue construct-distinction research through multi-wave longitudinal SEM studies comparing self-belief measures against outcomes¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 2 studies (1 associational, 1 theoretical), q1 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

Drawing on the Marsh-Pajares constructive dialogue, the article prescribes a research strategy: 'Issues such as these can be pursued appropriately in multi-wave studies in which the same constructs (e.g., self-efficacy, self-concept, and other relevant constructs measured at different levels of generality and a variety of outcome measures) are each measured on different occasions and analyzed with SEM techniques'. The present study implements this by measuring five self-belief constructs across four years and predicting later grades, test scores, and aspirations after controlling for pre-test variables.

Design Implications¶

Context¶

Requirements¶

• Multiple measurement occasions, constructs operationalized at different levels of generality, varied outcome measures, and SEM analysis

Constraints¶

• The authors note this agenda 'may be beyond the scope of any one study'

Target Learners¶

• secondary school students

Target Learning Goals¶

• discriminant and incremental validity of self-concept versus self-efficacy measures

Claims¶

• Negative frame-of-reference effects are hypothesized to be truncated in pure self-efficacy measures relative to self-concept measures [+W]
• Generalized math self-efficacy items function like self-concept items because they omit an explicit performance criterion [+W]
• Jingle-jangle fallacies plague motivation constructs, requiring explicit justification of construct distinctions [+W]

Related Strategies¶

• Seven-step longitudinal measurement design for heterotypically continuous constructs: overlapping measures across time points modeled in SEM

Examples¶

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Key Sources¶

• Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T. and Arens, A. K. (2019). The murky distinction between self-concept and self-efficacy: beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111 (2). pp. 331-353. https://doi.org/10.1037/edu0000281