Der wechselseitige Einfluss von Selbstkonzept und Leistung bei                     Grundschulkindern im Lichte verschiedener längsschnittlicher                     Analysemethoden

Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian

doi:10.1024/1010-0652/a000303

Cited by 3 publications

(5 citation statements)

References 31 publications

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Section: Current Studysupporting

confidence: 79%

“…The RI-CLPM has recently been applied to investigate the reciprocal effects model, showing positive reciprocal effects between self-concept and achievement at least for the domain of math(Ehm et al, 2022;Marsh et al, 2022), confirming many previous results using the CLPM. As the domain of math is part of the domain of STEM, our second hypothesis was:Hypothesis 2: There are reciprocal, positive causal effects between STEM achievement and STEM self-concept (in the RI-CLPM the effect from achievement to self-concept is considered to represent a combination of temporal and social comparisons, the effect from self-concept to achievement is assumed to represent a temporal comparison).…”

supporting

confidence: 79%

“…Considering the lower autoregressive effects of the RI-CLPM of about .25 and .45, it becomes clear that increasing the interval to 1 year would decrease the effect size when these are reasonable estimates of the parameters in the population. Indeed, much lower autoregressive effects than in the CLPM are common when applying the RI-CLPM (Ehm et al, 2022;Marsh et al, 2022;Mulder & Hamaker, 2021), indicating a shorter time interval for maximum effects. Halving our time interval would imply stability coefficients in the RI-CLPM of around .50 and .67 (the square roots of .25 and .45) for an interval of 3 months, indicating that doubling to our realized interval of half a year should have a higher effect size.…”

Section: Intermediate Discussion: Optimal Time Interval For Effectsmentioning

confidence: 99%

“…In the empirical part, we confirmed our first hypothesis by finding trait-like components in STEM self-concept and in the composite scores of grades, which also resulted in clearly better model fit of the RI-CLPM than the traditional CLPM. While a better fit of the RI-CLPM and similar models has now been shown several times (Ehm et al, 2019(Ehm et al, , 2022Silverthorn et al, 2005), the topic of enduring stability in self-concept as well as in the achievement variables deserves in our opinion more attention and explicit discussion. It is almost trivial to say that theory underlying the comparison processes (Albert, 1977;Festinger, 1954;Möller & Marsh, 2013), a dynamic systems view on self-concept development (Nowak et al, 2000) as well as probably all other self-concept theories should agree that academic achievement is one of the most central self-relevant information for forming academic self-concept.…”

Section: Hypothesis 1: Enduring Stability In Stem Self-concept and Sc...mentioning

confidence: 90%

“…Reverse effects of self-concept on achievement development have also been confirmed, which led to the influential reciprocal effects model (Marsh & Craven, 2006) and extensions of this model including dimensional comparisons (Möller et al, 2011;Wolff et al, 2021). In the context of the reciprocal effects model, it is important to note that the RI-CLPM has already been applied, but results could not clearly confirm the established reciprocal effects from the traditional CLPM for reading self-concept and general academic self-concept (Ehm et al, 2019;Núñez-Regueiro et al, 2022), whereas in the domain of mathematics, the effects were mostly confirmed (Ehm et al, 2022;Marsh et al, 2022). However, using a modeling approach very similar to the RI-CLPM, Silverthorn et al (2005) could not confirm the reciprocal effects in the domains of math and science.…”

Section: The Three Major Comparison Processes Of Self-concept Develop...mentioning

confidence: 99%

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Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

Debatin¹,

Stoeger²,

Ziegler³

2023

Developmental Psychology

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In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparison processes in self-concept development is still missing, and it has not been used to evaluate dimensional and temporal comparison effects. We provide such an integration in self-concept theory and applied the RI-CLPM to investigate social, dimensional, and temporal comparison effects simultaneously. Investigating a sample of 701 German students from the middle of Grade 9 to the middle of Grade 10, we confirmed previous results by finding trait-like stability in science, technology, engineering, and mathematics (STEM) self-concept as well as in STEM and language achievement. We also found evidence for all three comparison effects, but evidence for dimensional comparison effects was only found at the between-person level of the RI-CLPM. Public Significance StatementThis study explains why a recent and still rarely applied modeling method has many advantages to investigate the three major processes of academic self-concept development: comparisons with others, internal comparisons between different subjects, and comparisons with the past. Applying the method confirmed the relevance of these processes and highlighted the importance of appropriately modeling the relatively high stability of self-concepts to obtain accurate results and, consequently, to improve intervention design.

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Section: Current Studysupporting

confidence: 79%

supporting

confidence: 79%

Section: Intermediate Discussion: Optimal Time Interval For Effectsmentioning

confidence: 99%

Section: Hypothesis 1: Enduring Stability In Stem Self-concept and Sc...mentioning

confidence: 90%

Section: The Three Major Comparison Processes Of Self-concept Develop...mentioning

confidence: 99%

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Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

Debatin¹,

Stoeger²,

Ziegler³

2023

Developmental Psychology

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Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives

2022

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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.

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No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics

Compagnoni

Rechsteiner

Grob

et al. 2023

Zeitschrift für Pädagogische Psychologie

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COVID-19-related school closures in spring 2020 interrupted learning routines and posed a great challenge for students' competencies acquisition and self-concepts. Concerns about possible learning losses due to school closures, especially for disadvantaged students, are justified, but the currently available empirical evidence is still scarce, varies greatly with regard to context, and neglects reciprocal effects of competencies and self-concept. To address these shortcomings, this paper first provides insights on the effect that the 8 weeks of school closures had on Swiss primary school students' math competencies. IRT-based math tests were used to cross-sectionally compare data from 1,299 students in Grade 5 in late spring 2020 shortly after the reopening of schools with data from a previous year's cohort ( n = 11,314) using propensity score matching. The results revealed no significant differences in math competencies and no evidence of an increase in inequality when children with not German (vs German) as their first language were studied. Second, changes in math self-concepts in the school year 2019/20, when the pandemic first hit, as well as reciprocal effects of math competencies and math self-concept were assessed longitudinally ( n = 1,299) using random intercept cross-lagged panel models based on three measurement points. Results showed that higher math self-concept and positive change in math self-concept over the time of school closures were related to higher learning gains. Different development trajectories for children with German (vs not German) first language emerged. The study therefore fosters a better understanding of the effect that pandemic-induced school closures had on learning and relativizes the feared negative effects on math competencies caused by short school closures.

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Der wechselseitige Einfluss von Selbstkonzept und Leistung bei Grundschulkindern im Lichte verschiedener längsschnittlicher Analysemethoden

Cited by 3 publications

References 31 publications

Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives

No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics

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