Hw. Marsh et al., Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations, EDUC PSYCH, 34(3), 1999, pp. 155-167
Byrne (1984) established guidelines for evaluating the causal ordering of a
cademic self-concept and achievement, applying these in her pioneering 1986
study. With the hindsight of 15 years' experience, we now recognize issues
in her original study that precluded any completely satisfactory conclusio
ns. In this reanalysis of Byrne (1986), we offer commentary on potential pr
oblems and how they can be avoided in future research; develop and demonstr
ate new, more defensible models of these data; emphasize more generally the
role of researcher as substantive data detective; and update Byrne's (1984
) standards of an "ideal" study and directions for future research.