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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

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Marsh, Herbert W.; Pekrun, Reinhard; Lüdtke, Oliver – Educational Psychology Review, 2022

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…

Descriptors: Self Concept, Grades (Scholastic), Gender Differences, Mathematics Achievement