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Abstract Byrne (1984) established guidelines for evaluating the causal ordering of academic 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 conclusions. In this reanalysis of Byrne (1986), we offer commentary on potential problems and how they can be avoided in future research; develop and demonstrate 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.
Marsh et al. (Tue,) studied this question.