BCSM diagram and parameter values
Pooled sample, undifferentiated by type of school. “##6”, “##9”, “ACH6” and “ACH9” represent the latent measures of non-cognitive SAL constructs and achievement in 6th and 9th grade. “d##” and “dACH” represent the latent change in non-cognitive SAL constructs and achievement accross 6th and 9th grade. In the table, “e..” denotes standardized parameter values, “p..” denotes posterior probability. Labels a-f denote respective parameters.

E.g., talking motivation a consistently negative and pronounced effect of initial motivation on change in motivation. Those with lower initial motivation show greater change (either increase or decrease), those with higher initial motivation are less prone to change markedly. Those with higher initial motivation show higher decrease from 6 to 9. For most SAL domains, this effect is stronger in ZS, but still strong in VG.
d Apart from SCMATH, there is zero effect of initial motivation on change in achievement (controlling for, prior achievement or SES). Ceteris paribus, it is therefore not true that students have to have high initial motivation (or high self-concept) to show larger progress in achievement. Quite stable in ZS for all domains. In VG, there is a possitive effect for SCMATH but a negative one for SCVERB, where VG students with lower motivation show slightly larger shift (mostly loss) in achievement. Likely random fluctuations arround 0.
b On the other hand, those with high initial abilities exhibit greater change in SELFEF, CEXP, SCMATH, SCACAD and slightly also in INTREA, SCVERB, and COMLRN. No effect for INSMOT AND EFFPER. Dynamics in motivation and SC thus seem to be sensitive to whether, at the beginning, we have a high or low performing student. On average (!!!), given the means the trend of shift is rather in negative direction - smarter students (although generally higher on motivation and self-concept) are more sensitive to lose more of it from grade 6 to 9, as compared to less smart students (this statement is only valid for domains with pronounced general decline in SAL domains. In domains with less decline, some smart students gain in motivation and SC, some loose.)
c Those with low initial ability on average progress more, those with high initial ability progress less. The estimate is stable, whatever SAL construct is included in the model (indication of no confounding by SAL domains). The effect is rather small for ZS (~.2), but quite big for VG (~.5).
f Initial levels of motivation and ach correlate positively for most domains in ZS, not so much in VG
e There is an association between the rate of change in the studied domains. I.e., the degrees of changes co-occur after taking into account the coupling pathways. This relationship is explained by achievement, but not by motivation or SC.
|
|
Parameter
|
Label
|
eINSMOT
|
stdINSMOT
|
pINSMOT
|
eEFFPER
|
stdEFFPER
|
pEFFPER
|
eSELFEF
|
stdSELFEF
|
pSELFEF
|
eCEXP
|
stdCEXP
|
pCEXP
|
eINTREA
|
stdINTREA
|
pINTREA
|
eINTMAT
|
stdINTMAT
|
pINTMAT
|
eCOMLRN
|
stdCOMLRN
|
pCOMLRN
|
eSCVERB
|
stdSCVERB
|
pSCVERB
|
eSCMATH
|
stdSCMATH
|
pSCMATH
|
eSCACAD
|
stdSCACAD
|
pSCACAD
|
Label
|
Parameter
|
|
32
|
dX~X6
|
a
|
-0.58
|
-0.47
|
1.00
|
-0.62
|
-0.59
|
1.00
|
-0.57
|
-0.59
|
1.00
|
-0.51
|
-0.48
|
1.00
|
-0.38
|
-0.38
|
1.00
|
-0.52
|
-0.43
|
1.00
|
-0.60
|
-0.55
|
1.00
|
-0.49
|
-0.49
|
1.00
|
-0.45
|
-0.46
|
1.00
|
-0.57
|
-0.61
|
1.00
|
a
|
dX~X6
|
|
31
|
dX~ACH6
|
b
|
0.06
|
0.06
|
0.85
|
0.03
|
0.03
|
0.09
|
0.24
|
0.31
|
1.00
|
0.18
|
0.19
|
1.00
|
0.15
|
0.11
|
1.00
|
0.23
|
0.24
|
1.00
|
0.12
|
0.11
|
1.00
|
0.10
|
0.11
|
1.00
|
0.36
|
0.36
|
1.00
|
0.18
|
0.24
|
1.00
|
b
|
dX~ACH6
|
|
30
|
dACH~ACH6
|
c
|
0.13
|
0.26
|
1.00
|
0.13
|
0.26
|
1.00
|
0.13
|
0.26
|
1.00
|
0.13
|
0.26
|
1.00
|
0.13
|
0.26
|
1.00
|
0.13
|
0.27
|
1.00
|
0.13
|
0.27
|
1.00
|
0.13
|
0.28
|
1.00
|
0.11
|
0.23
|
1.00
|
0.12
|
0.25
|
1.00
|
c
|
dACH~ACH6
|
|
29
|
dACH~X6
|
d
|
0.03
|
0.06
|
0.17
|
0.01
|
0.03
|
0.02
|
0.03
|
0.04
|
0.04
|
0.01
|
0.02
|
0.02
|
-0.01
|
-0.02
|
0.02
|
0.02
|
0.04
|
0.04
|
0.01
|
0.02
|
0.02
|
-0.03
|
-0.06
|
0.12
|
0.05
|
0.11
|
0.97
|
0.03
|
0.06
|
0.12
|
d
|
dACH~X6
|
|
34
|
dX~~dACH
|
e
|
0.04
|
0.25
|
1.00
|
0.04
|
0.27
|
1.00
|
0.04
|
0.34
|
1.00
|
0.05
|
0.29
|
1.00
|
0.03
|
0.12
|
1.00
|
0.06
|
0.38
|
1.00
|
0.05
|
0.25
|
1.00
|
0.02
|
0.11
|
0.98
|
0.07
|
0.40
|
1.00
|
0.04
|
0.33
|
1.00
|
e
|
dX~~dACH
|
|
33
|
X6~~ACH6
|
f
|
0.03
|
0.10
|
1.00
|
0.04
|
0.11
|
1.00
|
0.09
|
0.32
|
1.00
|
0.06
|
0.17
|
1.00
|
0.05
|
0.09
|
1.00
|
0.08
|
0.25
|
1.00
|
0.03
|
0.06
|
0.96
|
0.07
|
0.20
|
1.00
|
0.17
|
0.44
|
1.00
|
0.09
|
0.30
|
1.00
|
f
|
X6~~ACH6
|