Journal article
Re‐examining the reciprocal effects model of self‐concept, self‐efficacy, and academic achievement in a comparison of the Cross‐Lagged Panel and Random‐Intercept Cross‐Lagged Panel frameworks
British Journal of Educational Psychology, Vol.90(1), pp.77-91
2020
Abstract
Background: The cross-lagged panel (regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between-and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance. Aims: We compare analyses from a CLPM and a RI-CLPM which examine the reciprocal relationships between self-concept, self-efficacy, and achievement and determine the extent CLPM estimates are inflated by between-person variance. Sample(s): Participants (n = 314) were first-year undergraduate psychology students recruited as part of the STudent Engagement with Education and Learning (STEEL) project. Methods: Participants completed measures of self-efficacy and self-concept prior to completing fortnightly quiz assessments. Results: Cross-Lagged Panel (regression) Model estimates are likely over-estimated in comparison with RI-CLPM estimates. Cross-Lagged Panel (regression) Model analyses identified a reciprocal effects relationship between self-concept and achievement, confirming established literature. In RI-CLPM analyses, these effects were attenuated and a skill development association between achievement and self-concept was supported. A reciprocal relationship between self-efficacy and achievement was supported. Better model fit was reported for the RI-CLPM analyses. Conclusions: Prior findings relating to the reciprocal effects of self-concept and achievement need to be reconsidered. Whilst such a relationship was supported in a CLPM analysis in this study, within an RI-CLPM framework, only achievement predicted self-concept. However, in both CLPM and RI-CLPM models a reciprocal effects model of self-efficacy and achievement was supported.
Details
- Title
- Re‐examining the reciprocal effects model of self‐concept, self‐efficacy, and academic achievement in a comparison of the Cross‐Lagged Panel and Random‐Intercept Cross‐Lagged Panel frameworks
- Authors
- Richard A Burns (Corresponding Author) - Australian National UniversityDimity A Crisp (Author) - University of CanberraRobert Burns (Author) - University of the Sunshine Coast
- Publication details
- British Journal of Educational Psychology, Vol.90(1), pp.77-91
- Publisher
- John Wiley & Sons Ltd.
- Date published
- 2020
- DOI
- 10.1111/bjep.12265
- ISSN
- 0007-0998; 0007-0998
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99451413302621
- Output Type
- Journal article
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- Domestic collaboration
- Web Of Science research areas
- Psychology, Educational
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Source: InCites