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| Autor/inn/en | Núñez-Regueiro, Fernando; Juhel, Jacques; Bressoux, Pascal; Nurra, Cécile |
|---|---|
| Titel | Identifying Reciprocities in School Motivation Research: A Review of Issues and Solutions Associated with Cross-Lagged Effects Models |
| Quelle | In: Journal of Educational Psychology, 114 (2022) 5, S.945-965 (21 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Núñez-Regueiro, Fernando) ORCID (Juhel, Jacques) ORCID (Bressoux, Pascal) ORCID (Nurra, Cécile) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000700 |
| Schlagwörter | High School Students; Student Motivation; Academic Achievement; High Achievement; Low Achievement; Self Concept; Educational Research; Influences; Structural Equation Models |
| Abstract | Part of the evidence used to corroborate school motivation theories relies on modeling methods that estimate cross-lagged effects between constructs, that is, reciprocal effects from one occasion to another. Yet, the reliability of cross-lagged models rests on the assumption that students do not differ in their trajectories of growth over time (e.g., no high- or low-achievers). The present review explains why deviations from this assumption produce unreliable findings by confounding between- and within-person processes of change. To relax this assumption, next-generation cross-lagged models are presented and illustrated using panel data on high school students (N = 944). These issues and solutions are discussed using, as a case study, the pervading theory that motivation develops as a function of reciprocal effects between beliefs about the self (e.g., academic self-concept) and school achievement. Implications regarding the use of cross-lagged models and knowledge building in school motivation research are discussed. Online supplementary materials containing technical notes on cross-lagged models, as well as open-source data and scripts for R and Mplus, are provided to aid educational researchers use and compare these alternative models. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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