Questioning the Reciprocal Effects Model of Academic Self-Concept and Achievement: A Reanalysis of a Meta-Analysis of Longitudinal Studies and a Simulation

Questioning the Reciprocal Effects Model of Academic Self-Concept and Achievement: A Reanalysis of a Meta-Analysis of Longitudinal Studies and a Simulation

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A recent meta-analysis claimed to provide caroline gardner cards sale 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 11m-be0023dx 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.