The harmful aspect of teacher conditional support on students’ self-perception of school competence
| Autor: | Pascal Pansu, Nadia Leroy, Thérèse Bouffard, Marine Hascoët |
|---|---|
| Přispěvatelé: | Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes [2016-2019] (UGA [2016-2019]), Département de Psychologie (UQÀM), Université du Québec à Montréal = University of Québec in Montréal (UQAM) |
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
media_common.quotation_subject
[SHS.EDU]Humanities and Social Sciences/Education education Self-concept behavioral disciplines and activities Education Developmental psychology [SHS]Humanities and Social Sciences Perception Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Competence (human resources) ComputingMilieux_MISCELLANEOUS media_common Test anxiety 4. Education 05 social sciences Self-esteem 050301 education Educational psychology medicine.disease Self perception Anxiety medicine.symptom Psychology 0503 education Social psychology 050104 developmental & child psychology |
| Zdroj: | European Journal of Psychology of Education European Journal of Psychology of Education, Springer Verlag, 2017, ⟨10.1007/s10212-017-0350-0⟩ |
| ISSN: | 0256-2928 1878-5174 |
| DOI: | 10.1007/s10212-017-0350-0⟩ |
| Popis: | When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety. |
| Databáze: | OpenAIRE |
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