Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years : New Tripartite Models Juxtaposing Within- and Between-Person Perspectives
Journal article
Marsh, Herbert Warren, Pekrun, Reinhard Herrmann and Lüdtke, Oliver. (2022). Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years : New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review. 34(4), pp. 2697-2744. https://doi.org/10.1007/s10648-022-09662-9
Authors | Marsh, Herbert Warren, Pekrun, Reinhard Herrmann and Lüdtke, Oliver |
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Abstract | Much research shows academic self-concept and achievement are reciprocally related over time, based on traditional longitudinal data cross-lag-panel models (CLPM) supporting a reciprocal effects model (REM). However, recent research has challenged CLPM’s appropriateness, arguing that CLPMs with random intercepts (RI-CLPMs) provide a more robust (within-person) perspective and better control for unmeasured covariates. However, there is much confusion in educational psychology research concerning appropriate research questions and interpretations of RI-CLPMs and CLPMs. To clarify this confusion, we juxtapose CLPMs and RI-CLPMs relating math self-concept (MSCs), school grades, and achievement tests over the five years of compulsory secondary schooling (N = 3,425). We extend basic models to evaluate: directional ordering among three rather than only two constructs; longitudinal invariance over time (multiple school years) and multiple groups (school tracks); lag-2 paths between non-adjacent waves; and covariates (gender, primary-school math and verbal achievement). Across all basic and extended RI-CLPMs and CLPMs, there was consistent support for the REM bidirectional-ordering hypothesis that self-concept and achievement are each a cause and an effect of the other. Consistent with the logic of these models, extensions of the basic models had more effect on CLPMs, but the direction and statistical significance of cross-lagged paths were largely unaffected for both RI-CLPMs and CLPMs. This substantive-methodological synergy has important implications for theory, methodology, and policy/practice; we support the importance of MSC as a predictor of subsequent achievement and demonstrate a more robust methodological framework for evaluating longitudinal-panel models |
Keywords | Directional-ordering; within-person and between-person perspectives; Academic self-concept; Substantive-methodological synergy |
Year | 01 Jan 2022 |
Journal | Educational Psychology Review |
Journal citation | 34 (4), pp. 2697-2744 |
Publisher | Springer New York LLC |
ISSN | 1040-726X |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10648-022-09662-9 |
Web address (URL) | https://link.springer.com/article/10.1007/s10648-022-09662-9 |
Open access | Open access |
Research or scholarly | Research |
Page range | 2697-2744 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 12 Apr 2022 |
Publication process dates | |
Accepted | 01 Feb 2022 |
Deposited | 06 Jun 2024 |
Additional information | Copyright © 2022, The Author(s) |
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons. org/licenses/by/4.0/ | |
Open Access funding enabled and organized by CAUL and its Member Institutions. | |
Place of publication | United States |
https://acuresearchbank.acu.edu.au/item/908yz/directional-ordering-of-self-concept-school-grades-and-standardized-tests-over-five-years-new-tripartite-models-juxtaposing-within-and-between-person-perspectives
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OA_Marsh_2022_Directional_Ordering_of_Self_Concept_School_Grades.pdf | |
License: CC BY 4.0 | |
File access level: Open |
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