View in EDS

The Harmful Aspect of Teacher Conditional Support on Students' Self-Perception of School Competence

Saved in:
Bibliographic Details
Title: The Harmful Aspect of Teacher Conditional Support on Students' Self-Perception of School Competence
Language: English
Authors: Hascoët, Marine, Pansu, Pascal, Bouffard, Thèrèse, Leroy, Nadia
Source: European Journal of Psychology of Education. Oct 2018 33(4):615-628.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Competence, Self Esteem, Self Concept, Error Patterns, Test Anxiety, Teacher Influence, Student Attitudes, Elementary School Students, Teacher Student Relationship, Academic Ability
DOI: 10.1007/s10212-017-0350-0
ISSN: 0256-2928
Abstract: 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.
Abstractor: As Provided
Number of References: 79
Entry Date: 2018
Accession Number: EJ1190851
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1190851
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Harmful Aspect of Teacher Conditional Support on Students' Self-Perception of School Competence
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hascoët%2C+Marine%22">Hascoët, Marine</searchLink><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Bouffard%2C+Thèrèse%22">Bouffard, Thèrèse</searchLink><br /><searchLink fieldCode="AR" term="%22Leroy%2C+Nadia%22">Leroy, Nadia</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Oct 2018 33(4):615-628.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10212-017-0350-0
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0256-2928
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 79
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1190851
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1190851
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10212-017-0350-0
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 615
    Subjects:
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Academic Ability
        Type: general
    Titles:
      – TitleFull: The Harmful Aspect of Teacher Conditional Support on Students' Self-Perception of School Competence
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hascoët, Marine
      – PersonEntity:
          Name:
            NameFull: Pansu, Pascal
      – PersonEntity:
          Name:
            NameFull: Bouffard, Thèrèse
      – PersonEntity:
          Name:
            NameFull: Leroy, Nadia
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 0256-2928
          Numbering:
            – Type: volume
              Value: 33
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: European Journal of Psychology of Education
              Type: main
ResultId 1