Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr3·q3
Currency · newest study 2026 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In mathematics, academic skills had significant contemporaneous effects on self-concept at each wave (β3′ = [.157, .221], p < .001). → Núñez-Regueiro 2026
q3 i? In French, academic skills predicted variations in self-concept within the same semester via contemporaneous effects (β3′ = [.113, .115], p < .001). → 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 structural equation modeling of ProFAN longitudinal data (N = 9,142 for mathematics) separating traits from states. The model showed "contemporaneous effects on self-concept at each wave" with β3′ = [.157, .221], p < .001, plus smaller significant lagged effects; no standardized effect size is printed for this path in this section.
"In mathematics, academic skills had contemporaneous effects on self-concept at each wave ( β3′ =[ .157,. 221], p<. 001), alongside smaller but significant lagged effects ( β3 =[ .051,. 075] ,p = .011)."
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 solution for French (language arts) in the ProFAN sample (N = 9,041). Skills predicted "variations in self-concept within the same semester via contemporaneous effects" (β3′ = [.113, .115], p < .001); the reverse contemporaneous path was nonsignificant and omitted. No effect size is printed here.
"Academic skills predicted variations in self-concept within the same semester via contemporaneous effects ( β3′ =[ .113,. 115], p<. 001), and self-concept predicted subsequent skill variations via lagged effects only ( β2 =[ .075,. 080] ,p = .015)."
Discussion¶
Learner Variables¶
- Academic Self-Concept — outcome: instruction changes it
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
- 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 — a narrower finding that bears on this claim
- 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) — a broader claim this one bears on
- LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model — reports the opposite
- Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French — related
- Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
skills-contemporaneous-effects-on-self-concept |
title |
Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French |
description |
Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — núñez-regueiro-2026, núñez-regueiro-2026-2 |
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