Patriotism Longitudinally Predicts Symbolic Projection of Indigenous Culture Yet Undermines Recognition of Historical Injustices

Intergroup contact and post-colonial ideology: Outgroup contact ameliorates symbolic exclusion but not historical negation

Many longitudinal studies have investigated whether self‐esteem predicts depressive symptoms (vulnerability model) or the other way around (scar model) in adolescents. The most common method of analysis has been the cross‐lagged panel model (CLPM). The CLPM does not separate between‐person effects from within‐person effects, making it unclear whether the results from previous studies actually reflect the within‐person effects or whether they reflect differences between people. We investigated the associations between self‐esteem and depressive symptoms at the within‐person level, using random intercept cross‐lagged panel models (RI‐CLPMs). To get an impression of the magnitude of possible differences between the RI‐CLPM and the CLPM, we compared the results of both models. We used data from three longitudinal adolescent samples (age range: 7–18 years; study 1: N = 1948; study 2: N = 1455; study 3: N = 316). Intervals between the measurements were 1–1.5 years. Single‐paper meta‐analyses showed support for small within‐person associations from self‐esteem to depressive symptoms, but not the other way around, thus only providing some support for the vulnerability model. The cross‐lagged associations in the aggregated RI‐CLPM and CLPM showed similar effect sizes. Overall, our results show that over 1‐ to 1.5‐year time intervals, low self‐esteem may negatively influence depressive symptoms over time within adolescents, but only weakly so. © 2018 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology

BackgroundInterpersonal outcomes and mental health problems are closely associated. However, their reciprocal influence has not been directly examined while considering the temporal stability of these constructs, as well as shared and unique variance associated with internalising, externalising and attention problems. Using random intercept cross‐lagged panel models (RI‐CLPM), we tested the hypotheses that negative bidirectional associations at the between‐person and negative cross‐lagged effects at the within‐person level would emerge between interpersonal outcomes (friendship quality and perceived popularity) and mental health problems (i.e. general psychopathology factor) during preadolescence.MethodsParticipants (n = 918) were from the NICHD Study of Early Child Care and Youth Development. Psychopathology, consisting of a general psychopathology factor (p‐factor) and three specific factors (internalising, externalising and attention problems), was derived from mother‐reported Child Behaviour Checklist symptoms. Friendship quality was assessed using the self‐reported Friendship Quality Questionnaire. Popularity was assessed using teacher‐reported popularity ranking. Four RI‐CLPM were estimated to examine the associations between interpersonal outcomes and psychopathology at between‐ and within‐person levels across four timepoints (mean ages 8–11).ResultsAt the between‐person level, popularity scores, but not friendship quality, were negatively associated with p‐factor scores (β = −.33). At the within‐person level, we found (i) p‐factor scores at age 9 negatively predicted friendship quality and popularity at age 10, but not at other ages (β = −.16 to −.19); (ii) specific externalising factor scores at age 10 negatively predicted friendship quality at age 11 (β = −.10) and specific internalising factor scores at ages 8 and 9 positively predicted friendship quality at ages 9 and 10 (β = .09–.12) and (iii) popularity at age 10 negatively predicted specific internalising factor scores at age 11 (β = −.12).ConclusionsPsychopathology was found to influence interpersonal outcomes during preadolescence, while the reverse effects were less readily observed, once between‐person level effects were accounted for.

This study examines the implications of including random components, specifically random intercepts and slopes, in cross-lagged panel models commonly used in longitudinal psychological research. Prior work has shown that the Random-Intercept Cross-Lagged Panel Model (RI-CLPM) can reduce bias in cross-lagged estimates when time-invariant confounders are present. More recent findings suggest that even in the absence of such traits, the RI-CLPM may still produce “illusory” intercept variance that helps mitigate bias from time-varying confounders. Building on this work, we use analytical derivations, simulations, and empirical data to evaluate when random intercepts and slopes act as useful or problematic adjustments. We show that random intercepts can reduce estimation bias under certain conditions but may underestimate longer-lag effects by absorbing variance attributable to unmodeled mediating processes. We also find that adding random slopes to the model can introduce additional bias by conditioning on post-treatment variation. These results highlight the complexities of correctly specifying longitudinal models of psychological characteristics and offer guidance for researchers using longitudinal panel models to study dynamic psychological processes.

The cross-lagged panel(regression) model (CLPM) is the usual framework of choice to test the longitudinal reciprocal effects between self-concept and achievement. Criticisms of the CLPM are that causal paths are over-estimated as they fail to discriminate between- and within-person variation. The random-intercept cross-lagged panel model (RI-CLPM) is one alternative that extends the CLPM by partialling out between-person variance. We compare analyses from a CLPM and a RI-CLPM which examine the reciprocal relationships between self-concept, self-efficacy, and achievement and determine the extent CLPM estimates are inflated by between-person variance. Participants (n=314) were first-year undergraduate psychology students recruited as part of the STudent Engagement with Education and Learning (STEEL) project. Participants completed measures of self-efficacy and self-concept prior to completing fortnightly quiz assessments. Cross-Lagged Panel(regression) Model estimates are likely over-estimated in comparison with RI-CLPM estimates. Cross-Lagged Panel(regression) Model analyses identified a reciprocal effects relationship between self-concept and achievement, confirming established literature. In RI-CLPM analyses, these effects were attenuated and a skill development association between achievement and self-concept was supported. A reciprocal relationship between self-efficacy and achievement was supported. Better model fit was reported for the RI-CLPM analyses. Prior findings relating to the reciprocal effects of self-concept and achievement need to be reconsidered. Whilst such a relationship was supported in a CLPM analysis in this study, within an RI-CLPM framework, only achievement predicted self-concept. However, in both CLPM and RI-CLPM models a reciprocal effects model of self-efficacy and achievement was supported.

Previous studies have supported the important roles of teacher−student relationships in student's learning adaptation, but most of them examined this issue at the between‐person level. To date, few studies separated within‐person variance from between‐person variance to explore the dynamic reciprocal relations between the above two constructs. This study aimed to explore whether the relations between teacher−student relationships and children's learning adaptation were reciprocal and whether the relation would differ by dimensions of teacher−student relationships and child gender. Five hundred and nineteen Chinese elementary school‐aged children ( M age = 10.35, SD = 0.98; 51.6% boys) participated in this survey. Students completed measures of teacher−student relationships and learning adaptation at three time points and data were analyzed using the random intercept cross‐lagged panel model (RI‐CLPM). At the between‐person level, teacher−student conflict and closeness were significantly correlated to children's learning adaptation. At the within‐person level, decreases in teacher−student conflict and increases in teacher−student closeness could significantly predict subsequent increases in student's learning adaptation, but increases in learning adaptation only predicted subsequent decreases in teacher−student conflict. Positive carry‐over stability effects were found for teacher−student closeness and conflict, but not for learning adaptation. In addition, there were no gender differences in the above relations. Our findings suggest that improving the teacher−student relationship quality would help to promote student's learning adaptation, which in turn would reduce the subsequent teacher−student conflict, but not necessarily strengthen the closeness between them.

The relation between nonword repetition and vocabulary has been the focus of a theoretical controversy for several decades. The point of contention is whether the ability underlying nonword repetition drives vocabulary growth or vice versa. The present study examines longitudinal interrelations between nonword repetition and vocabulary from age 3 to 5 with random intercept cross-lagged panel models (RI-CLPMs). RI-CLPMs have the advantage of separating within-child dynamic processes from more stable differences between children, including time-stable unmeasured confounders. For n = 260 monolingual German-speaking children assessed at three time points with a lag of eleven months, RI-CLPM and, for comparison purposes, "classical" cross-lagged panel models (CLPMs) were estimated. The ill-fitting CLPMs in which cross-lagged effects combine within-child processes and stable differences between children yielded evidence consistent with reciprocal effects between nonword repetition and vocabulary (without covariates) or from nonword repetition to vocabulary (with covariates). Adding a random intercept markedly improved model fit. All within-child cross-lagged effects in the RI-CLPM were nonsignificant. Thus, the results provided no evidence consistent with within-child processes such as nonword repetition affecting vocabulary or vice versa for preschool-age children. Instead, results are more consistent with, for example, third variable explanations, within-child processes fading out by age 3 or occurring on a time frame that is not captured with a lag of approximately 1 year. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Adolescence is a crucial developmental stage characterized by escalating mental health issues as well as an increasing awareness of future career possibilities. Occupational future time perspective has been shown to be a promotive factor for social functioning and mental health, and a component in evidence-based clinical practices and randomized controlled trial intervention studies. However, it requires more rigorous and ecological corroboration from longitudinal analysis at the within-person level. Random intercept cross-lagged panel models with several adjustments and sensitivity analyses were applied to the longitudinal data from the Zurich Project on the Social Development from Childhood to Adulthood (Zurich, Switzerland), to analyze how occupational future time perspective and psychological/neurodevelopmental outcomes (attention deficit hyperactivity disorder symptoms/externalizing/internalizing problems) covaried across ages 13 (N = 1365), 15 (N = 1446), and 17 (N = 1305) in the years 2016, 2018, and 2020, after controlling for sex (52% male), SES, and school type. A small effect was found in a random intercept cross-lagged panel model whereby occupational future time perspective at age 15 predicted externalizing problems at age 17 (β = .146, p = .05, [95% CI = 0.000, 0.292]), and in a random intercept (contemporaneous) reciprocal panel model specification attention deficit hyperactivity disorder symptoms at age 17 were contemporaneously associated with occupational future time perspective at age 17 (β = -.310, p < .05, [95% CI = -0.580, -0.041]). No cross-lagged associations were found to be robust across different model specifications/adjustments. These findings suggest that improving occupational future time perspective may have limited impact on enhancing mental health, offering valuable insights for school-based interventions. Further research and replication are necessary to confirm these results.

Self-efficacy inertia: The role of competency beliefs and academic burden in achievement

ObjectiveThis article provides an overview of the Cross‐Lagged Panel Model (CLPM), Random‐Intercept Cross‐Lagged Panel Model (RI‐CLPM), and Latent Curve Model with Structured Residuals (LCM‐SR), highlighting the major issues of the CLPM for relationship science, and discusses dyadic extensions of those three models.BackgroundUnderstanding interdependencies among people and constructs is a central interest in relationship science. Addressing such research questions requires complex designs ideally using data collected at multiple measurement occasions of multiple constructs from at least two persons (e.g., both partners of a couple). The Cross‐Lagged Panel Model (CLPM) has been widely used to analyze such data, however, particularly during the last decade, it has been pointed out that the CLPM confounds between‐ and within‐person variation. As a consequence, alternative models such as the Random‐Intercept Cross‐Lagged Panel Model (RI‐CLPM) and the Latent Curve Model with Structured Residuals (LCM‐SR) were proposed that aim to disentangle between‐ and within‐person variation and, hence, allow conclusions regarding within‐person dynamics.MethodAs an illustrative example, we apply dyadic extensions of the CLPM, RI‐CLPM, and LCM‐SR to investigate the dynamic interplay between depression and relationship satisfaction in a sample of 1699 mixed‐gender couples surveyed in the German Family Panel.ResultsWhile the CLPM indicated a reciprocal relationship between depression and satisfaction, the RI‐CLPM and LCM‐SR indicated a unidirectional association flowing from depression to satisfaction.ConclusionWe discuss how findings like this can foster theory‐building and, ultimately, strengthen relationship science.

ABSTRACTThe present study tested the postulation that “knowledge begets reading, which begets knowledge.” Using Random Intercepts Cross‐Lagged Panel Models (RI‐CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while accounting for important covariates, such as working memory, cognitive flexibility, English language proficiency, basic literacy skills, and demographic information. Moreover, we conducted multi‐group RI‐CLPM analyses to examine whether language status (being bilingual or monolingual) moderates the longitudinal relation between domain knowledge and reading. The results showed that the relation between domain knowledge and reading is bidirectional and positive throughout the elementary years, providing empirical evidence that domain knowledge and reading may mutually enhance with each other. In addition, language status did not moderate the relation between domain knowledge and reading, suggesting that the directionality and magnitude of the relation were similar between bilingual and monolingual students. Taken together, the results have important implications for integrating content knowledge and English language arts core instruction in elementary grades.

ABSTRACTThis study adopted a three‐wave random intercept cross‐lagged panel model (RI‐CLPM) to explore the longitudinal reciprocal relationships between social support and engagement in EFL learning among Chinese high school students. Two samples, including 3505 students (Sample 1 = 1794; Sample 2 = 1711), were tracked with their perceived social support and engagement levels in EFL learning over three academic semesters. Using a multiple‐indicator RI‐CLPM, the study demonstrated a reciprocal relationship between perceived social support and engagement in EFL learning maintained consistently across samples. Perceived social support in EFL learning positively predicted students' subsequent learning engagement. Meanwhile, students' engagement in EFL learning positively predicted their subsequent perceived social support. While prior cross‐sectional research mostly showed how social support predicts student engagement, not the reverse prediction, the current study provides initial evidence for the possibly mutually reinforcing relationship over time.

Ideologies can legitimate inequality and undermine collective action. Yet research overlooks the effects culture-specific ideologies—ideologies that develop within a specific sociohistorical context—have on collective action support. We address this oversight by arguing that two culture-specific ideologies that deny the contemporary relevance of past injustices (historical negation) and reject Indigenous culture from the nation’s identity (symbolic exclusion) undermine support for collective action on behalf of the disadvantaged (namely, Māori—New Zealand’s Indigenous population). As predicted, historical negation and symbolic exclusion had independent negative cross-lagged effects on collective action support amongst Māori ( N = 561) and New Zealand European ( N = 4,104) participants. The cross-lagged effects of collective action support on historical negation and symbolic exclusion, however, were nonsignificant. Thus, the relationships these culture-specific ideologies have with collective action support are unidirectional. Our results highlight the need to incorporate culture-specific ideologies into models of collective action.

Researchers in psychology often use longitudinal data to estimate cross-lagged effects—that is, how a variable at one time point (e.g., X_(t-1)) influences another at a later time point (e.g., Y_t). In a recent critique, Lucas (2023) argued that the traditional cross-lagged panel model is “almost never the right choice” because it fails to account for stable trait factors. As an alternative, he recommends models incorporating latent variables, such as the random-intercept cross-lagged panel model. In this comment, we challenge the view that including random intercepts is inherently superior or necessary for estimating cross-lagged effects. We distinguish between two strategies for addressing confounding: (1) adjusting for observed covariates, and (2) modeling latent variables to capture unmeasured, time-invariant influences. We argue that blanket recommendations to always include random intercepts are premature and potentially misleading. In many research contexts, adjusting for observed covariates remains a reasonable and defensible approach.

The long-term relationship between posttraumatic growth (PTG) and wellbeing after the COVID-19 pandemic remains unclear. This study aimed to examine their levels and changes at the individual level over time as well as to explore the bidirectional associations in Japan, the United Kingdom (UK), and the United States (US). Four waves of online surveys were administered in July and October 2023 and January and April 2024 to residents aged 20-74 years. The wave 1 included 400 participants from Japan, 398 from the UK, and 393 from the US, of whom 308, 226, and 157, respectively, completed all four waves. A two-way multivariate analysis of covariance was conducted to analyze the differences in PTG and wellbeing by country and wave. The associations between PTG and wellbeing were analyzed using a random intercept cross-lagged panel model to assess the within-person associations. PTG and wellbeing were lower in Japan than in the UK and the US. PTG in the UK and the US declined over time. The random intercepts of PTG and wellbeing showed significant positive associations across all three countries, whereas no significant associations were generally observed between the within-person fluctuations of PTG and wellbeing. In all three countries, the associations between subjective economic status and the random intercepts of wellbeing were consistently strong. PTG and wellbeing are primarily associated at the between-person level, with little evidence of dynamic within-person effects. The causal or dynamic role of PTG in promoting emotional wellbeing is attenuated.