Autoregressive Cross-lagged Panel Model Research Articles

Exploring the relationship between older adults' online health information seeking, negative emotions and prevention behaviors in the pandemic context: a two-wave longitudinal study.

During the COVID-19 pandemic, older adults were facing more mental health issues that may cause complex impacts on pandemic prevention, and turning to the internet for health information is a double-edged sword for them. This study aimed to investigate the reciprocal relationship between negative emotions and prevention behaviors in older adults, as well as the direct and moderating effects of online health information seeking (OHIS) on negative emotions and prevention behaviors. Based on the common-sense model of self-regulation (CSM) and a sample of more than 20,000 participants from the Survey of Health, Aging and Retirement in Europe (SHARE), this study first used an autoregressive cross-lagged panel model (CLPM) to analyze the longitudinal effect of negative emotions on prevention behaviors. Second, the study used ordinary least squares (OLS) regression to explore the influence of OHIS usage frequency changes on negative emotions and prevention behaviors. Third, the study used multigroup analysis to examine the moderating effect of OHIS usage frequency changes on the CLPM. The findings indicate a significant longitudinal association where initial negative emotions predicted later prevention behaviors (β = 0.038, p < 0.001), and increased OHIS frequency was linked to positive changes in prevention behavior (β = 0.109, p < 0.001). Multigroup analysis revealed that the connection between negative emotions or increased negative emotions and prevention behaviors remained significant for those with no change or an increase in OHIS frequency but not for those with a decrease. This study suggested that negative emotions may drive older adults to engage more in prevention behaviors and that OHIS can augment this effect. These results underscore the importance of addressing mental health and providing reliable online health information to support older adults in managing infectious disease risks.

A preliminary investigation of longitudinal associations between ethnic-racial identity and critical consciousness among Black and Latinx youth.

In order for parents, educators, and communities to support racially/ethnically minoritized youth to resist and heal from White supremacy, it is important to examine how youths' beliefs about their ethnic-racial identity (ERI) and critical consciousness (CC) around racism inform one another. Despite this need, limited empirical research examines whether these processes are related across adolescence. The present two-wave longitudinal study investigates whether ERI content (i.e., centrality, private regard) and CC (i.e., critical social analysis, interpersonal antiracism actions) are associated with one another among Black and Latinx youth N = 233; young women (55.6%); young men (44.4%); M = 14.96 years old, SD = 1.46. Autoregressive cross-lagged panel models suggested that youths' centrality at W1 was positively and significantly associated with a critical social analysis at W2, and critical social analysis at W1 was positively and significantly associated with private regard at W2 for both groups. Involvement in interpersonal antiracism actions at W1 was positively and significantly associated with private regard at W2 for both groups. Group differences existed in the link between centrality at W1 and interpersonal antiracism actions at W2. Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

‘With a little help from my educated friends’: revisiting the role of social capital for immigrants’ labour market integration in Germany

This article examines the link between immigrants’ social capital and their labour market access (employment) and success (occupational status) in Germany and contributes to previous research in two ways. Firstly, based on insights from theories of social capital and immigrant integration, we overcome the mere distinction between inter- and intra-ethnic ties. Instead, we approximate resources immigrants can access and mobilize by considering both the ethnic and socioeconomic compositions of their networks. Secondly, by using autoregressive cross-lagged panel models, we properly deal with the methodological challenge of endogeneity inherent to studies concerned with the relationship between social capital and labour market outcomes. Based on longitudinal data from the German Socio-Economic Panel the empirical findings indicate the necessity of considering both the ethnic and socioeconomic compositions of immigrants’ networks—as both have independent effects on immigrants’ labour market integration. We conclude that future research on the relationship between immigrants’ social capital and their economic integration may benefit from approximating resources available through social contacts by considering not only the ethnic dimension but also the socioeconomic dimension of contacts.

기본심리욕구 충족, 수업참여, 학업성취의 종단관계: 행동적, 인지적, 정서적, 주도적 참여에 따른 차이

Purpose: In this study, we examined the longitudinal reciprocal relationships between basic&#x0D; psychological need satisfaction, classroom engagement, and academic achievement. In particular, we&#x0D; sought to identify the differences in the reciprocal interaction patterns between basic psychological&#x0D; need satisfaction and classroom engagement depending on behavioral, emotional, cognitive, and agentic&#x0D; aspects of classroom engagement.&#x0D; Methods: We analyzed the data of 142 sixth graders, which was collected five times in six weeks&#x0D; during Science classes. Using the autoregressive cross-lagged panel model, we separately tested the&#x0D; reciprocal relationships between basic psychological need satisfaction, classroom engagement, and quiz&#x0D; scores for the four engagement aspects.&#x0D; Results: The longitudinal reciprocal interactions between basic psychological needs and classroom&#x0D; engagement showed different patterns depending on four distinct aspects of classroom engagement.&#x0D; In terms of the behavioral and cognitive aspects, basic psychological need satisfaction and classroom&#x0D; engagement had reciprocal causal effects, which subsequently influenced achievement. Agentic&#x0D; engagement only had a longitudinal causal effect on basic psychological need satisfaction, and this&#x0D; effect led to achievement. In terms of the emotional aspect, basic psychological need satisfaction only&#x0D; had a longitudinal causal effect on classroom engagement, and this effect did not lead to achievement.&#x0D; Conclusion: The longitudinal reciprocal interactions of behavioral and cognitive engagement with&#x0D; basic psychological need satisfaction were consistent with previous findings. There is a need to design&#x0D; classes so that students can experience satisfactions of autonomy, competence, and relatedness, thereby&#x0D; eliciting behavioral and cognitive engagement. At the same time, students should be encouraged to&#x0D; engage more behaviorally and cognitively to enhance their experience of satisfying basic psychological&#x0D; needs. Findings related to agentic engagement have educational implications in terms of student agency.&#x0D; That is, classes that provide agentic and proactive roles for students can be classes that support students'&#x0D; motivation and achievement.

Cannabis demand and use among veterans: A prospective examination.

Cannabis demand (i.e., relative value), assessed cross-sectionally via a hypothetical marijuana purchase task (MPT), has been associated with use, problems, and dependence symptoms, among others. However, limited work exists on the prospective stability of the MPT. Furthermore, cannabis demand among veterans endorsing cannabis use, and the prospective cyclical relationship between demand and use over time, have yet to be investigated. Two waves of data from a veteran sample (N = 133) reporting current (past 6-month) cannabis use were analyzed to assess stability in cannabis demand over 6 months. Autoregressive cross-lagged panel models (CLPMs) assessed the longitudinal associations between demand indices (i.e., intensity, Omax, Pmax, breakpoint) and cannabis use. Baseline cannabis use predicted greater intensity (β = .32, p < .001), Omax (β = .37, p < .001), breakpoint (β = .28, p < .001), and Pmax (β = .21, p = .017) at 6 months. Conversely, baseline intensity (β = .14, p = .028), breakpoint (β = .12, p = .038), and Pmax (β = .12, p = .043), but not Omax, predicted greater use at 6 months. Only intensity demonstrated acceptable prospective reliability. Cannabis demand demonstrated stability over 6 months in CLPM models, varying along with natural changes in cannabis use. Importantly, intensity, Pmax, and breakpoint displayed bidirectional predictive associations with cannabis use, and the prospective pathway from use to demand was consistently stronger. Test-retest reliability ranged from good to poor across indices. Findings highlight the value of assessing cannabis demand longitudinally, particularly among clinical samples, to determine how demand fluctuates in response to experimental manipulation, intervention, and treatment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Considering between- and within-person relations in auto-regressive cross-lagged panel models for developmental data

Longitudinal data can provide inferences at both the between-person and within-person levels of analysis, but only to the extent that the statistical models chosen for data analysis are specified to adequately capture these distinct sources of association. The present work focuses on auto-regressive cross-lagged panel models, which have long been used to examine time-lagged reciprocal relations and mediation among multiple variables measured repeatedly over time. Unfortunately, many common implementations of these models fail to distinguish between-person associations among individual differences in the variables' amounts and changes over time, and thus confound between-person and within-person relations either partially or entirely, leading to inaccurate results. Furthermore, in the increasingly complex model variants that continue to be developed, what is not easily appreciated is how substantial differences in interpretation can be created by what appear to be trivial differences in model specification. In the present work, we aimed to (a) help analysts become better acquainted with the some of the more common model variants that fall under this larger umbrella, and (b) explicate what characteristics of one's data and research questions should be considered in selecting a model. Supplementary Materials include annotated model syntax and output using Mplus, lavaan in R, and sem in Stata to help translate these concepts into practice.

Stop (to Work) and Go (to Recover) During Mandatory Work From Home: A Three-Wave Study.

During the COVID-19 pandemic, many workers have been forced to work from home. In this situation, the boundaries between work and private life have become particularly blurred, and recovering from work was even more difficult than in traditional times, with negative consequences for workers' health. Among the psychological experiences that might underlie the recovery process, mastery played a crucial role as people sought new stimuli and challenging situations. However, there are few articles that have explored the role of this specific recovery experience, its antecedents, and the health consequences under conditions of work from home. Therefore, in this multiwave study, we aimed to investigate the role of mastery as a mediator between supervisor support and insomnia problems. The study was conducted during the COVID-19 pandemic in Italy and had a three-wave design. A convenience sample of 130 employees (67% women) completed an online questionnaire. Hypotheses were tested using a three-wave autoregressive cross-lagged panel model. According to the results, supervisor support at Time 1 was positively related to mastery at Time 2, which in turn showed a negative association with insomnia at Time 3. The results demonstrated that mastery experiences have played a crucial role during COVID-19 mandatory work from home, which points to some potential implications for workers' health in the adoption of teleworking beyond the emergency situation.

Maternal supportiveness is predictive of childhood general intelligence

Data from the Early Head Start Research and Evaluation Project (N = 1075) were used to test the hypothesis that maternal supportiveness (measured at three waves from 14 to 36 months) is positively and prospectively associated with a child's general intelligence (measured at five waves from 14 months to 10 years). Bivariate correlations showed that maternal supportiveness was consistently and positively associated with a child's general intelligence. For example, maternal supportiveness as measured at 14 months was correlated with a child's general intelligence at age 10; r = 0.35. Results of autoregressive cross-lagged panel models showed maternal supportiveness directly predicted future general intelligence through age four and indirectly, via age four general intelligence, up to age 10. Additional analyses verified that the effect of maternal supportiveness was on general intelligence and not specific abilities. The results point to the importance of maternal supportiveness on general intelligence in the first decade of life.

CAREGIVER DEPRESSION AND PROGRESS TOWARD VALUES: AN AUTOREGRESSIVE CROSS-LAGGED PANEL MODEL

Abstract Acceptance and Commitment Therapy (ACT) is an established in-person therapy but can be provided self-guided online. Recently, online ACT has been adapted to support dementia family caregivers. A primary goal of ACT is to connect individuals with their self-identified values, with the assumption that increased progress towards values will lead to improved well-being. While there are established negative associations between depression and progress towards values, the lagged influence of progress toward values at one time point on another time point within intervention is less understood. Our sample was 51 dementia caregivers who completed an online self-guided ACT intervention. Participants were 80.3% female, 53% spouse, with a mean age of 65.98 (SD =11.66). We created an auto-regressive cross-lagged panel model to examine longitudinal associations between progress towards values and depressive symptoms at three time points. Controlling for time 1 (pre-intervention) depressive symptoms, progress towards values at time 1 significantly predicted depression at time 2 (β = -.427, p &amp;lt; 0.01) and progress towards values at time 2 (β = .716, p &amp;lt; 0.001). Depression at time 2 significantly predicted progress towards values at time 3 (β = -.515, p &amp;lt; 0.001) and depressive symptoms at time 3 (β = .580, p &amp;lt; 0.001). The R^2 range from .30-.43. Our analyses suggest that participants’ initial progress toward values strongly negatively predicted their subsequent depressive symptoms, which then predicted later progress towards values. These findings demonstrate the potential reciprocal relationship between progress towards values and depressive symptoms within ACT intervention.

Physical activity partly mediates the association between cognitive function and depressive symptoms

Cognitive function, physical activity, and depressive symptoms are intertwined in later life. Yet, the nature of the relationship between these three variables is unclear. Here, we aimed to determine which of physical activity or cognitive function mediated this relationship. We used large-scale longitudinal data from 51,191 adults 50 years of age or older (mean: 64.8 years, 54.7% women) from the Survey of Health, Ageing and Retirement in Europe (SHARE). Results of the longitudinal mediation analyses combined with autoregressive cross-lagged panel models showed that the model with physical activity as a mediator better fitted the data than the model with cognitive function as a mediator. Moreover, the mediating effect of physical activity was 8–9% of the total effect of cognitive function on depressive symptoms. Our findings suggest that higher cognitive resources favor the engagement in physical activity, which contributes to reduced depressive symptoms.

Disrupting the Link between Corporal Punishment Exposure and Adolescent Aggression: The Role of Teacher-Child Relationships

Previous research has identified harsh parenting practices, such as corporal punishment, as a predictor of adolescent behaviour problems such as increased aggression. However, not all children who experience childhood corporal punishment develop increased aggression, making the illumination of factors moderating this link an important question for informing prevention. In the current study, an autoregressive cross-lagged panel model was used to examine teacher-child relationships as both a direct and interactive protective factor (via weakening the effects of corporal punishment exposure) in adolescent aggression. Data was used from the Zurich Project on the Social Development from Childhood to Adulthood (z-proso). Self-reported data was collected at three time points: age 11 (n = 1144, 49% female) age 13 (n = 1366, 49% female) and age 15 (n = 1447, 48% female). Results suggested having a positive teacher-child relationship was a direct protective factor against concurrent aggression. However, there was not consistent evidence for a moderating effect of teacher-child relationships. Implications of these findings are discussed.

Metacognition, cognition and social anxiety: A test of temporal and reciprocal relationships

Cognitive models of social anxiety give prominence to dysfunctional schemas about the social self as the key underlying factors in maladaptive self-processing strategies and social anxiety symptoms. In contrast, the metacognitive model argues that beliefs about cognition represent a central belief domain underlying psychopathology and cognitive schemas as products of a thinking style regulated by metacognition. The present study therefore evaluated the temporal and reciprocal relations between metacognitive beliefs, social self-beliefs, and social anxiety symptoms to shed light on possible causal relationships among them. Eight hundred and sixty-eight individuals gathered at convenience participated in a four-wave online survey with each measurement wave 6 weeks apart. Using autoregressive cross-lagged panel models, we found significant temporal and reciprocal relations between metacognition, social self-beliefs (schemas), and social anxiety. Whilst social self-beliefs prospectively predicted social anxiety this relationship was reciprocal. Metacognitive beliefs prospectively predicted both social interaction anxiety and social self-beliefs, but this was not reciprocal. The results are consistent with metacognitive beliefs causing social anxiety and social self-beliefs and imply that negative social self-beliefs might be a product of metacognition. The clinical implications are that metacognitive beliefs should be the central target in treatments of social anxiety.

Cortisol Reactivity and Socially Anxious Behavior in Previously Institutionalized Youth.

The current study investigated the association between cortisol stress reactivity to a social stressor and observed socially anxious behaviors both concurrently and over time among previously institutionalized (PI) (N = 132; ages 7-17) youth and a comparison non-adopted (NA) sample (N = 176). Cortisol reactivity was captured during the Trier Social Stress Test for Children (TSST-C; Yim et al., 2015) and youths' social anxiety behaviors were coded during the speech portion of the TSST-C. Autoregressive cross-lagged panel models with structured residuals showed that for PI youth, greater cortisol reactivity predicted increases in socially anxious behavior during the TSST-C across three sessions. However, greater cortisol reactivity was negatively associated with concurrent social anxiety behavior. Thus, increases in cortisol reactivity across adolescence may aid in behavioral control in social situations in the short-term but may exacerbate PI youths' socially anxious behavior over time. No significant associations emerged for NA youth.

Parenting stress mediates the longitudinal effect of maternal depression on child anxiety/depressive symptoms

BackgroundEvidence is lacking for the longitudinal bidirectional relationship between maternal depression and child anxiety/depressive symptoms through pre-school to adolescence and regarding parenting stress as having a mediating effect on this association. MethodsWe performed a secondary analysis of data from the Fragile Families and Child Well-being Study (n = 1,446 child-mother dyads in 20 main U.S. cities) collected at baseline, Year-5 (T1), Year-9 (T2) and Year-15 (T3) (from 1998 to 2017). Maternal depression, child anxiety/depressive symptoms and parenting stress were assessed at three time points (T1-T3). The associations were evaluated using autoregressive cross-lagged panel models. ResultsCross-lagged models indicated that 1) maternal depression significantly predicted subsequent higher child anxiety/depressive symptoms across all time points, and 2) greater child anxiety/depressive symptoms significantly predicted subsequent maternal depression across all time points. Furthermore, T1 maternal depression was indirectly associated with T3 child anxiety/depressive symptoms via T2 parenting stress [b = 0.010 (SE=0.004), p = 0.017]. However, T2 parenting stress did not significantly mediate the association between T1 child anxiety/depressive symptoms and T3 maternal depression [b = 0.004 (SE=0.004), p = 0.256]. LimitationsThe FFCWS oversampled unmarried parents and had a higher proportion of socio-economically disadvantaged racial and ethnic minority families, limiting the generalizability of findings. ConclusionsMaternal depression is indirectly linked to child anxiety/depressive symptoms via parenting stress.

Victimized in many ways: Online and offline bullying/harassment and perceived racial discrimination in diverse racial-ethnic minority adolescents.

Objectives: Racial-ethnic minority youth face multiple types of victimization associated with negative developmental outcomes. The present study examined the interplay of youth experiences of online and offline bullying/harassment and racial-ethnic discrimination across three waves. Methods: Racial-ethnic minority adolescents aged 10-19 (N = 735) at Midwest schools were surveyed yearly on Internet usage and experiences, mental well-being, and related risk and protective factors. We analyzed offline and online bullying/harassment, offline and online racial-ethnic discrimination, and time online in an autoregressive cross-lagged panel model. Results: Youth who reported more of one type of victimization also reported more of other victimization types and more time online concurrently. Our results show some (but not consistent) influences over time. Youth who experienced more offline bullying/harassment at wave 1 were more likely to report more wave 2 victimization in another context (online bullying/harassment) and in other content (offline racial-ethnic discrimination), although these associations did not appear in the second wave. Youth who reported more online bullying/harassment at wave 2 also experienced increased risk for offline bullying/harassment at wave 3. Youth who reported more time online were not more likely to experience later victimization, though youth who experienced more wave 1 offline bullying/harassment were more likely to report more next-wave time online. Conclusions: Racial-ethnic minority youth simultaneously and persistently face multiple types of victimization. Offline bullying/harassment interventions may have the added benefit of reducing other forms of victimization down the road, while reducing time online alone is unlikely to protect youth. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The mediational effect of social support between organizational identification and employees’ health: a three-wave study on the social cure model

ABSTRACT Background Recent research postulated that organizational identification plays an important role in employees’ health and well-being. Building on the Social Identity Approach as a framework, we test the so-called social cure hypothesis, according to which group-based processes of social support should reduce employees’ psychological distress. Design and Methods While there is a considerable amount of cross-sectional evidence concerning the positive role played by organizational identification in this dynamic, there is a lack of full panel studies. This study tries to fill this gap by using data from a sample of technical and administrative staff of a University in Italy at three time points (N = 96). Data were analyzed using Autoregressive Cross-Lagged Panel models. Results We found support for the hypothesized longitudinal mediational model. Specifically, strongly identified employees tend to receive more social support, and this in turn reduces psychological distress over time. Conclusions This study is the first test of the social cure hypothesis in an organizational context that uses a panel study design. We discuss the theoretical and practical implications for management.

Emotional Efficacy Beliefs at Work and Turnover Intentions: The Mediational Role of Organizational Socialization and Identification

In this study we investigated whether regulatory emotional self-efficacy beliefs (RESE) indirectly predict turnover intentions (TI) through organizational socialization (OS) and organizational identification (OI). Three waves of data (1-year lag) were collected on a representative sample of 890 military newcomers belonging to two different cohorts. We tested our hypotheses using a multigroup autoregressive cross-lagged panel model (MG-ACLP) and results fully confirmed the posited theoretical model. Regulatory emotional self-efficacy beliefs reduced intentions to quit indirectly, via organizational socialization and identification. The present study contributes to fill several literature gaps by offering a complete picture of the socialization process. Moreover, it offers insights about how to support the military newcomers’ work adjustment and retention by fostering and developing their regulatory emotional self-efficacy beliefs. Limitations as well as directions for future research are discussed.

Patterns of bi-directional relations across alcohol use, religiosity, and self-control in adolescent girls

Examining predictors of alcohol use among adolescent girls is increasingly important to enhance prevention efforts, given that the gender gap in alcohol use is steadily closing. While both religiosity and self-control have been independently associated with decreased alcohol use, little research has explored 1) whether religiosity and self-control are reciprocally related and 2) whether the reciprocal association between these constructs may indicate different patterns in the development of alcohol use. As such, this study examined whether there are multiple patterns of reciprocal relationships across religiosity, self-control, and alcohol use among adolescent girls. Latent variable mixture modeling was combined with an autoregressive cross-lagged panel model to identify discrete, prototypical patterns of longitudinal associations (i.e., subgroups) across religiosity, self-control, and alcohol use among 2,122 girls ages 13–17. Psychosocial covariates (e.g., conduct problems) were examined as predictors of each subgroup. Two subgroups were identified. Self-control was associated with reduced alcohol use in both the majority (87.56% of the sample) and minority (12.44% of the sample) subgroups, but only the majority subgroup also demonstrated associations between religiosity, self-control, and alcohol use. Religiosity may predict lower alcohol use in a majority of adolescent girls but this association may not be present among all girls, suggesting that there is a qualitative difference in how religiosity is associated with self-control and alcohol use between subgroups. Results also suggest that higher levels of conduct problems may predict which girls are more likely to demonstrate associations between only self-control and alcohol use, and demonstrate no significant associations with religiosity.

"Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model": Correction to Kim and Burić (2019).

Reports an error in Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model by Lisa E. Kim and Irena Buric (Journal of Educational Psychology, Advanced Online Publication, Oct 10, 2019, np). In the original article, one of the studies discussed (Praetorius et al., 2017), was incorrectly interpreted. The longitudinal study findings from Praetorius et al (2017) challenged the assumption that TSE may be an antecedent construct. When teachers’ stable inter-individual differences were taken into account, there were no significant cross-lagged effects from TSE to teaching quality (or vice versa). (The following abstract of the original article appeared in record 2019-60502-001). It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout; however, the temporal order of the construct predictions has rarely been examined. We used an autoregressive cross-lagged panel design to examine whether TSE and burnout are concurrently associated with each other, whether TSE predicts future burnout levels, and/or whether burnout predicts future TSE levels. An initial sample of 3,002 Croatian teachers (82% female) from across three educational levels (i.e., elementary, middle, and secondary schools) with varying years of teaching experiences (M = 15.28, SD = 10.50) completed questionnaires on their levels of TSE and burnout (exhaustion and disengagement) at 3 time points (at approximately 6-month intervals). We found that burnout has a more prominent role in predicting future levels of TSE than TSE does in predicting future levels of burnout. These findings challenge the theoretical and empirical conceptualizations assuming that TSE is a predictor of burnout. Policies and interventions that focus on decreasing teacher burnout rather than increasing TSE levels may be best. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model.

[Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Sep 17 2020 (see record 2020-70452-001). In the original article, one of the studies discussed (Praetorius et al., 2017), was incorrectly interpreted. The longitudinal study findings from Praetorius et al (2017) challenged the assumption that TSE may be an antecedent construct. When teachers’ stable inter-individual differences were taken into account, there were no significant cross-lagged effects from TSE to teaching quality (or vice versa).] It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout; however, the temporal order of the construct predictions has rarely been examined. We used an autoregressive cross-lagged panel design to examine whether TSE and burnout are concurrently associated with each other, whether TSE predicts future burnout levels, and/or whether burnout predicts future TSE levels. An initial sample of 3,002 Croatian teachers (82% female) from across three educational levels (i.e., elementary, middle, and secondary schools) with varying years of teaching experiences (M = 15.28, SD = 10.50) completed questionnaires on their levels of TSE and burnout (exhaustion and disengagement) at 3 time points (at approximately 6-month intervals). We found that burnout has a more prominent role in predicting future levels of TSE than TSE does in predicting future levels of burnout. These findings challenge the theoretical and empirical conceptualizations assuming that TSE is a predictor of burnout. Policies and interventions that focus on decreasing teacher burnout rather than increasing TSE levels may be best. (PsycInfo Database Record (c) 2020 APA, all rights reserved)