Joint latent curve modeling of achievement and self-efficacy as parallel developmental processes¶

Theory · All theories
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 proposes fitting latent curve models that jointly estimate growth in mathematics achievement and academic self-efficacy from repeated measures, allowing the two constructs to have unique developmental trajectories while estimating how their growth relates. It also examines "how the constructs relate within persons" by analyzing deviations from the trajectories at given time points. The approach is presented as addressing limitations of prior longitudinal models and yielding implications for education, psychology, and policy.

Design Implications¶

Context¶

Requirements¶

• Requires repeated measures of both math achievement and self-efficacy so that growth in each construct can be estimated jointly.

Constraints¶

• The available text reports results from latent curve models only; no additional methodological scope limits are printed.

Target Learners¶

• K-12 students with repeated math achievement and self-efficacy measures

Target Learning Objectives¶

• Mathematics achievement
• Academic self-efficacy

Claims¶

• Self Efficacy Growth Associated With Math Growth [+M]
• Within Person Deviations Unrelated Across Constructs [+M]
• Academic self-efficacy is associated with high school graduation rates and mathematics achievement [+W]

Related Theories¶

Examples¶

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Key Sources¶

• James Soland. (2019). Modeling academic achievement and self-efficacy as joint developmental processes: Evidence for education, counseling, and policy. Journal of Applied Developmental Psychology 65, 101076. https://doi.org/10.1016/j.appdev.2019.101076