Modeling Social, Dimensional, and Temporal Comparisons in Self-Concept Development with the Random Intercept Cross-Lagged Panel Model: A Methodological-Substantive Integration

Autor/inn/en	Debatin, Tobias; Stoeger, Heidrun; Ziegler, Albert
Titel	Modeling Social, Dimensional, and Temporal Comparisons in Self-Concept Development with the Random Intercept Cross-Lagged Panel Model: A Methodological-Substantive Integration
Quelle	In: Developmental Psychology, 59 (2023) 9, S.1595-1607 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Debatin, Tobias) ORCID (Stoeger, Heidrun) ORCID (Ziegler, Albert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001568
Schlagwörter	Foreign Countries; Grade 9; Grade 10; Self Concept; Individual Development; STEM Education; Academic Achievement; Secondary School Students; Models; Germany + Suchen Sie Ihr Suchwort? Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Selbstkonzept; Individuelle Entwicklung; STEM; Schulleistung; Sekundarschüler; Analogiemodell; Deutschland
Abstract	In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparison processes in self-concept development is still missing, and it has not been used to evaluate dimensional and temporal comparison effects. We provide such an integration in self-concept theory and applied the RI-CLPM to investigate social, dimensional, and temporal comparison effects simultaneously. Investigating a sample of 701 German students from the middle of Grade 9 to the middle of Grade 10, we confirmed previous results by finding trait-like stability in science, technology, engineering, and mathematics (STEM) self-concept as well as in STEM and language achievement. We also found evidence for all three comparison effects, but evidence for dimensional comparison effects was only found at the between-person level of the RI-CLPM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01