The temporal asymmetry holds across gender and initial ability levels, with a cautious gender difference in the French lagged effect¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Multigroup analyses by gender and by initial ability level showed highly comparable effects, with no fit improvement from allowing effects to vary. → Núñez-Regueiro 2026

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

Multigroup RI-CCLPM variants by gender and initial ability. The temporal structure was "highly consistent across low-, moderate-, and high-achieving students"; by gender, the French lagged self-concept effect was weaker among male than female adolescents, but allowing effects to vary across gender did not improve model fit.

"Multigroup analyses by initial ability level (Fig. S5, SM-E) likewise indicated that the temporal structure of reciprocal effects was highly consistent across low-, moderate-, and high-achieving students, providing no evidence that the observed fast-slow asymmetry depends on initial skill level."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes
• Gender — moderator: an instructional effect differs by group

Related Claims¶

• The pattern of reciprocal effects does not differ across the ProFAN experimental conditions (jigsaw, cooperation, business-as-usual) — 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 cross-lagged model holds equally for intervention and control groups and for boys and girls — related
• The mutualism model's coupling structure held equally across sexes and age did not directly predict change scores — related
• Reciprocal associations between relationship quality and emotions are largely equivalent across school domains — related