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

Richard A Burns, Dimity A Crisp, Robert B Burns

Research output: Contribution to journalArticle

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.

Original languageEnglish
JournalBritish Journal of Educational Psychology
DOIs
Publication statusE-pub ahead of print - 17 Jan 2019

Fingerprint

Self Efficacy
self-concept
Self Concept
academic achievement
self-efficacy
Students
regression
human being
psychology student
Regression Analysis
Learning
quiz
Psychology
Education
criticism

Cite this

@article{a870cb1e5f6144c489f083af874205d6,
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",
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.",
keywords = "achievement, Cross-Lagged Panel Model, Random Intercept Cross-Lagged Panel Model, reciprocal effects, self-concept, self-efficacy",
author = "Burns, {Richard A} and Crisp, {Dimity A} and Burns, {Robert B}",
note = "released online via doi ahead of print version",
year = "2019",
month = "1",
day = "17",
doi = "10.1111/bjep.12265",
language = "English",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "Wiley-Blackwell",

}

TY - JOUR

T1 - 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

AU - Burns, Richard A

AU - Crisp, Dimity A

AU - Burns, Robert B

N1 - released online via doi ahead of print version

PY - 2019/1/17

Y1 - 2019/1/17

N2 - 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.

AB - 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.

KW - achievement

KW - Cross-Lagged Panel Model

KW - Random Intercept Cross-Lagged Panel Model

KW - reciprocal effects

KW - self-concept

KW - self-efficacy

UR - http://www.scopus.com/inward/record.url?scp=85060220711&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/reexamining-reciprocal-effects-model-selfconcept-selfefficacy-academic-achievement-comparison-crossl

U2 - 10.1111/bjep.12265

DO - 10.1111/bjep.12265

M3 - Article

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

ER -