Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2026 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Mathematics self-concept predicted future skill gains via lagged effects (β2 = [.111, .159], p < .001), with contemporaneous effects nonsignificant. → Núñez-Regueiro 2026 q3 i? French self-concept predicted subsequent skill variations via lagged effects only (β2 = [.075, .080], p = .015). → Núñez-Regueiro 2026 (2)

Evidence¶

Núñez-Regueiro 2026¶

Núñez-Regueiro, F., Marsh, H. W., Bressoux, P., Batruch, A., Bouet, M., Bressan, M., Brown, G., Butera, F., Cherbonnier, A., Darnon, C., Demolliens, M., de Place, A.-L., Desrichard, O., Goron, L., Hémon, B., Huguet, P., Jamet, E., Mazenod, V., Mella, N., Michinov, E., Michinov, N., Ofosu, N., Peter, L., Poletti, C., Régner, I., Riant, M., Robert, A., Rudmann, O., Sanrey, C., Stanczak, A., Toumani, F., Visintin, E. P., Pansu, P. (2026). I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10131-w

q3 · i? · associational · r3

RI-CCLPM analysis of ProFAN mathematics data (N = 9,142). Self-concept "predicted future skill gains in the form of lagged effects" (β2 = [.111, .159], p < .001) across approximately 8-month semester intervals; the contemporaneous path was fixed to zero. No standardized effect size is printed for this path in this section.

"Mathematics self-concept, in turn, predicted future skill gains in the form of lagged effects (β2 =[ .111,. 159], p<. 001), whereas contemporaneous effects were nonsignificant and fixed to zero for parsimony."

Núñez-Regueiro 2026 (2)¶

Núñez-Regueiro, F., Marsh, H. W., Bressoux, P., Batruch, A., Bouet, M., Bressan, M., Brown, G., Butera, F., Cherbonnier, A., Darnon, C., Demolliens, M., de Place, A.-L., Desrichard, O., Goron, L., Hémon, B., Huguet, P., Jamet, E., Mazenod, V., Mella, N., Michinov, E., Michinov, N., Ofosu, N., Peter, L., Poletti, C., Régner, I., Riant, M., Robert, A., Rudmann, O., Sanrey, C., Stanczak, A., Toumani, F., Visintin, E. P., Pansu, P. (2026). I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10131-w

q3 · i? · associational · r3

RI-CCLPM analysis of ProFAN French data (N = 9,041). Self-concept predicted "subsequent skill variations via lagged effects only" (β2 = [.075, .080], p = .015); other cross-effects were nonsignificant and omitted. No effect size is printed here.

"self-concept predicted subsequent skill variations via lagged effects only ( β2 =[ .075,. 080] ,p = .015)"

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Reciprocal effects are robust to time-invariant confounders, but the French lagged self-concept effect did not survive the lag2 carryover stress test — related
• LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model — reports the opposite
• In German secondary-school mathematics, effects of self-concept on achievement are lagged (lag1) whereas effects of achievement on self-concept are more contemporaneous (lag0) — related
• STARTS model shows a positive effect of prior achievement on subsequent self-concept but no effect of prior self-concept on subsequent achievement — reports the opposite
• Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French — related
• The temporal asymmetry in effect sizes: contemporaneous skill effects on self-concept are moderate (d = 0.33 in French) while alternative cross-effects are null or negligible — related
• The meaning of theoretical arrows (causal vs predictive, timescale, functional form, magnitude) is unclear, and cross-lagged effect signs can change with assessment intervals — related