Students' Self-Evaluation Bias of School Competence and Its Link to Teacher Judgment in Elementary School

Autor/inn/en	Jamain, Ludivine; de Place, Anne-Laure; Bouffard, Thérèse; Pansu, Pascal
Titel	Students' Self-Evaluation Bias of School Competence and Its Link to Teacher Judgment in Elementary School
Quelle	In: Social Psychology of Education: An International Journal, 24 (2021) 3, S.919-938 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jamain, Ludivine) ORCID (de Place, Anne-Laure) ORCID (Bouffard, Thérèse) ORCID (Pansu, Pascal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-021-09638-7
Schlagwörter	Elementary School Teachers; Elementary School Students; Self Evaluation (Individuals); Teacher Attitudes; Student Attitudes; Competence; Grade 3; Grade 5; Correlation; Performance; Gender Differences; Grade Repetition; Bias; Foreign Countries; France + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Korrelation; Achievement; Leistung; Geschlechterkonflikt; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Ausland; Frankreich
Abstract	Research on the self-evaluation bias of students' school competence has focused mainly on its correlates for students' school adaptation. This study focused on teachers' theories about students with a positive or negative bias in their self-evaluation of competence. French students enrolled in the third and fifth grades of elementary school (sample 1, N = 508; sample 2, N = 322) and their teachers (sample 1, N = 27; sample 2, N = 13) participated in this study. We examined the relationship between the more or less biased perceptions that students have of their competence in French and mathematics and their teacher's judgment. Models for each sample were tested while controlling for students' performance, their gender, repeating of a school year, and average class level. The results for both samples showed that the more positively biased a student's evaluation of their competence was, the better their teacher's judgment was. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01