Questioning the Reciprocal Effects Model of Academic Self-Concept and Achievement
A Reanalysis of a Meta-Analysis of Longitudinal Studies and a Simulation
Bibliographic Data
| ID | 4182478 |
|---|---|
| Authors | Kimmo Sorjonen (0000-0001-9930-057X), Michael Ingre (0000-0003-0678-4494), Bo Melin (0000-0002-8008-2215), Gustav Nilsonne (0000-0001-5273-0150) |
| Year | 2024 |
| Volume | 14 |
| Issue | 4 |
| Publication date | 2024-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440241292826 |
| Language | EN |
| Citations received | 2 |
| References cited | 50 |
A recent meta-analysis claimed to provide evidence that academic self-concept and achievement have reciprocal prospective effects on each other (reciprocal effects model). However, prospective effects were estimated while adjusting for a prior measurement of the outcome, and this method is susceptible to spurious findings due to correlations with residuals and regression to the mean. Here we re-analyze the meta-analytic effects and show that different plausible models can support opposing claims: either that self-concept had an increasing or a decreasing effect on achievement, and vice versa. Consequently, claims beyond a positive cross-sectional correlation between academic self-concept and achievement, including the reciprocal effects model, can be questioned. The findings were validated by analyses of simulated data, which indicated that true prospective effects were not necessary for the observed meta-analytic associations. We further propose the extended skill development model (ESDM) as a more parsimonious alternative to the reciprocal effects model
Modern Applied Statistics with S
Self-concept of ability and perceived evaluation of others
Peer Effects in Education
Classroom Peer Effects and Student Achievement
Intelligence and educational achievement
The relative importance of intelligence and motivation as predictors of school achievement
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
The Good, the Bad, and the Average
Intelligence and school grades
The Big-fish–little-pond-effect Stands Up to Critical Scrutiny
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
The Relation Between Self-Beliefs and Academic Achievement
Academic self-concept and academic achievement
Self concept
Self-concept and academic achievement
Self-Concept
Conducting Meta-Analyses in R with the metafor Package
A Meta-Analysis of Relations Between Achievement and Self-Concept
Academic self-concept formation and peer-group contagion
Extending the reciprocal effects model of math self-concept and achievement
Predicting the Effect of a Predictor When Controlling for Baseline
Self-efficacy
Peer effects of low-ability students in the classroom
Multilevel Causal Ordering of Academic Self-Concept and Achievement
Academic self-concept and academic achievement
Using residualized change versus difference scores for longitudinal research
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |