Code for "Re-Examination of the Reciprocal Relation Between Intrinsic Motivation and Competence Beliefs in Math Using the Random-Intercept Cross-Lagged Panel Framework"

Following different motivational theories such as situated expectancy-value theory, self-determination theory, and the effectance motivation model by Harter (1981), students’ competence beliefs should affect their intrinsic motivation positively. However, previous research employing cross-lagged panel models (CLPMs) revealed mixed results regarding causal relations between competence beliefs and intrinsic motivation. CLPMs have recently been criticized for leading to erroneous causal inference in certain situations due to confounding within-person and between-person sources of variance and being sensitive to the omission of covariates. Thus, methodological problems of CLPMs might be one explanation for the heterogenous results. Random intercept cross-laged panel models (RI-CLPMs) have been discuseed as a possible alternative to CLPMs since they distinguish between different sources of variance and are less sensitive to the omission of certain types of covariates. Using RI-CLPMs, we re-analysed one dataset from a previous study on causal relations between competence beliefs and intrinsic motivation that used CLPMs. Additionally, we analysed a second dataset to validate the results from the first one. Thus, we analysed competence beliefs and intrinsic motivation in mathematics of 670 2nd to 3rd grade students (dataset 1) and 542 2nd to 4th grade students (dataset 2) in Germany across four and seven measurement points, respectively. Results revealed significant and substantial concurrent correlations between competence beliefs and intrinsic motivation as well as autoregressive paths, but little to no evidence for cross-lagged relations between the constructs. Therefore, competence beliefs in mathematics do not appear to affect intrinsic motivation in mathematics or vice versa in elementary school students.