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Using Personality Traits to Predict Correspondence between Self-Perception of Academic Competence and Achievement: A Latent Profile Analysis Study

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Title: Using Personality Traits to Predict Correspondence between Self-Perception of Academic Competence and Achievement: A Latent Profile Analysis Study
Language: English
Authors: Jonathan Smith (ORCID 0000-0002-6451-783X), Gabrielle Garon-Carrier, Fanny-Alexandra Guimond, Caroline Fitzpatrick, Tanya Chichekian, Jérôme St-Amand, Annie Lemieux
Source: Social Psychology of Education: An International Journal. 2024 27(1):283-297.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 9
Junior High Schools
Middle Schools
Grade 10
Descriptors: High School Students, Self Concept, Personality Traits, Academic Achievement, Competence, Grade 9, Grade 10
DOI: 10.1007/s11218-023-09814-x
ISSN: 1381-2890
1573-1928
Abstract: This study was interested in the level of correspondence between high school students' self-perceptions of academic competence and achievement. The objectives were to (a) identify different profiles of students in terms of correspondence between perceptions of general academic competence and achievement in language arts and mathematics, (b) describe the personal and family characteristics of the students in these profiles, and (c) associate personality traits defined by the Big-Five with these profiles. A latent class analysis and a multinominal logistic regression were conducted on the data collected from 309 ninth and tenth graders. Among the most salient results, five profiles of students were identified, three of which with competence perceptions corresponding with achievement (i.e., high achievers with high self-perceived competence (SPC), average achievers with average SPC, and low achievers with lower SPC) and two with competence perceptions showing no or little correspondence with achievement (i.e., low achievers with higher SPC and average achievers with lower SPC). Also, students scoring high on openness to experience and conscientiousness were more likely to belong to the profile of high achievers with high SPC. These findings contribute to the literature on the possible reasons why students hold accurate or biased self-perceptions of competence.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1408341
Database: ERIC
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  Value: <anid>AN0174953491;luo01feb.24;2024Jan24.05:23;v2.2.500</anid> <title id="AN0174953491-1">Using personality traits to predict correspondence between self-perception of academic competence and achievement: A latent profile analysis study </title> <p>This study was interested in the level of correspondence between high school students' self-perceptions of academic competence and achievement. The objectives were to (a) identify different profiles of students in terms of correspondence between perceptions of general academic competence and achievement in language arts and mathematics, (b) describe the personal and family characteristics of the students in these profiles, and (c) associate personality traits defined by the Big-Five with these profiles. A latent class analysis and a multinominal logistic regression were conducted on the data collected from 309 ninth and tenth graders. Among the most salient results, five profiles of students were identified, three of which with competence perceptions corresponding with achievement (i.e., high achievers with high self-perceived competence (SPC), average achievers with average SPC, and low achievers with lower SPC) and two with competence perceptions showing no or little correspondence with achievement (i.e., low achievers with higher SPC and average achievers with lower SPC). Also, students scoring high on openness to experience and conscientiousness were more likely to belong to the profile of high achievers with high SPC. These findings contribute to the literature on the possible reasons why students hold accurate or biased self-perceptions of competence.</p> <p>Keywords: Self-perceived academic competence; Achievement; Latent profiles; Personality traits; High school students</p> <hd id="AN0174953491-2">Introduction</hd> <p>Perceptions related to academic competence have been the focus of much research in the field of academic motivation (Muenks et al., [<reflink idref="bib27" id="ref1">27</reflink>]). These perceptions, that are typically referred to as academic self-concept (Wu et al., [<reflink idref="bib48" id="ref2">48</reflink>]) or competence beliefs (Eccles & Wigfield, [<reflink idref="bib6" id="ref3">6</reflink>]), reflect the judgments students make on their academic abilities as well as their attitudes to success (Foshee et al., [<reflink idref="bib7" id="ref4">7</reflink>]). These judgments, that are greatly influenced by the quality of prior accomplishments, tend to vary according to disciplines (Arens et al., [<reflink idref="bib1" id="ref5">1</reflink>]). Nevertheless, they may allow the formation of a global judgment of academic capability (Arens et al., [<reflink idref="bib1" id="ref6">1</reflink>]; Scherrer et al., [<reflink idref="bib33" id="ref7">33</reflink>]). These different judgments would have critical implications for achievement-related choices (Spinath & Steinmayr, [<reflink idref="bib38" id="ref8">38</reflink>]) and they are reliable determinants and indicators of both school adjustment and satisfaction. Research indicates that students who consider themselves as competent are more likely to perceive the value of academic situations, to set ambitious goals (Niepel et al., [<reflink idref="bib30" id="ref9">30</reflink>]), and display resiliency when experiencing difficulties (Sticca et al., [<reflink idref="bib40" id="ref10">40</reflink>]; Weidinger et al., [<reflink idref="bib46" id="ref11">46</reflink>]).</p> <p>Up until now, an important amount of work on these perceptions focused on how they develop and operate. Regarding the first line of work, research has shown that these perceptions tend to deteriorate as students advance in school (Jacobs et al., [<reflink idref="bib18" id="ref12">18</reflink>]; Watt, [<reflink idref="bib44" id="ref13">44</reflink>]), although this is not what systematically happens. The evolution of these perceptions may indeed vary as a function of individual or school-related experiences. Regarding the second line of work, there is several research which examined the determinants and correlates of these perceptions (Fryer & Ainley, [<reflink idref="bib8" id="ref14">8</reflink>]; Spinath & Steinmayr, [<reflink idref="bib39" id="ref15">39</reflink>]). In terms of determinants, one internal (i.e., previous accomplishments) and three external factors (i.e., the student performance compared to that of their peers and the inference their parents and teachers make about their competence and the support they provide) are identified as key determinants of these perceptions (Eccles & Wigfield, [<reflink idref="bib6" id="ref16">6</reflink>]). As suggested, a positive perception of competence can have a myriad of positive correlates. Indeed, it would impact how students approach learning and they would be much more likely to be interested in learning and to perceive their utility, to pursue ambitious goals, to use effective strategies, to invest effort, to persist in their goal achievement, and to be less prone to negative emotions (Eccles & Wigfield, [<reflink idref="bib6" id="ref17">6</reflink>]).</p> <p>There are also a number of recent studies which have examined how accurate or biased these perceptions can be (Boissicat et al., [<reflink idref="bib2" id="ref18">2</reflink>]; Bonneville-Roussy et al., [<reflink idref="bib3" id="ref19">3</reflink>]; Jamain et al., [<reflink idref="bib19" id="ref20">19</reflink>]; Leduc & Bouffard, [<reflink idref="bib22" id="ref21">22</reflink>]; Urban & Urban, [<reflink idref="bib43" id="ref22">43</reflink>]). According to this particular literature, there would be some students who would accurately assess their competence, while there would be others who would struggle in making accurate assessments and are therefore at risk of developing a distorted view of their competences. These misinterpretations would have to do, at least in part, with the way students collect or interpret information regarding their academic capabilities. For example, three recent studies indicate that the achievement and ability judgments of people in students' surrounding (i.e., their teachers and parents) could shape biased and unbiased perceptions of competence (Bonneville-Roussy et al., [<reflink idref="bib3" id="ref23">3</reflink>]; Jamain et al., [<reflink idref="bib19" id="ref24">19</reflink>]; Urban & Urban, [<reflink idref="bib43" id="ref25">43</reflink>]). There would be evidence also indicating that the level of accuracy of these perceptions may vary depending on the comparison targets selected by the students when it comes to self-evaluate their own competence (Boissicat et al., [<reflink idref="bib2" id="ref26">2</reflink>]). On another note, Jamain and her collaborators ([<reflink idref="bib19" id="ref27">19</reflink>]) suggested that some students could intrinsically hold an accurate or biased perception of their competence.</p> <p>The current study fits with this last line of research. It does not explicitly examine the accurate or biased nature of self-perceptions of competence but examines why students hold perceptions that correspond or not with their actual achievement. More precisely, the present study investigates how subgroups of students differ in terms of correspondence between their self-perceptions of their academic competence and their achievement in language arts and mathematics. This study also describes the individual and family characteristics within each students' subgroup (i.e., student's gender, spoken language at home, and mother's and father's level of education, employment status, and immigration and civil status) and, more importantly, associates personality traits defined by the Big-Five with the subgroups.</p> <p>As mentioned, several individual and familial characteristics are examined in relation with this correspondence between self-perceptions of academic competence and achievement. A first individual characteristic that holds our attention is student's gender assigned at birth. In recent years, girls closed the gap in subjects where boys traditionally performed better (e.g.: in mathematics and science) and they consolidated their advantage in subjects where they already did better (e.g.: in language arts; Hermann and Kopasz, [<reflink idref="bib14" id="ref28">14</reflink>]). This progress is somewhat reflected in girls' self-perceptions of academic competence. It is, therefore, likely that girls in our sample will report higher levels of achievement which should correspond with high perceived competence. On another note, it should be noted that boys' self-perceptions are considered less reliable. Boys indeed tend to express overconfidence in their capabilities (Watt, [<reflink idref="bib45" id="ref29">45</reflink>]). It is, therefore, likely that boys in our sample will report higher levels of achievement that might not correspond with their perception of competence. This study is also interested in the spoken language at home, a characteristic that has received little attention. A recent study showed that students speaking a language different than the one spoken at school had lower reading achievement but displayed a higher reading self-concept (Segerer et al., [<reflink idref="bib35" id="ref30">35</reflink>]). This surprising result was attributed to the fact that these students were praised by their parents who had lower reading abilities in the instructional language. That being said, confronting these findings with results regarding the effect of an immigrant background, generate some confusion. Indeed, while a study from Grolnick and colleagues ([<reflink idref="bib10" id="ref31">10</reflink>]) revealed that immigrant students tended to express lower confidence in their academic abilities, another study of Hornstra and colleagues ([<reflink idref="bib17" id="ref32">17</reflink>]) presented contradictory results. The current study is also interested in parents' level of education and employment status, two characteristics that are often used to estimate the socioeconomical conditions of the families (Hauser, [<reflink idref="bib13" id="ref33">13</reflink>]). Evidence suggest that the parents' level of education and employment status have an influence on their children's school experience. It seems indeed that children of parents with a higher educational level and high professional occupation would be subject to higher parental expectations that would be beneficial for both their learning and performance and the perceptions they develop about their academic competence (Hascoët et al., [<reflink idref="bib12" id="ref34">12</reflink>]; Niehues et al., [<reflink idref="bib29" id="ref35">29</reflink>]). It is therefore likely that a positive relationship will be identified between the parents' level of education and employment status and perceptions of academic competence. Regarding another familial characteristic, the civil status, there would be indications (Chiu & Xihua, [<reflink idref="bib4" id="ref36">4</reflink>]; Seaman & Sweeting, [<reflink idref="bib34" id="ref37">34</reflink>]) that a biparental family would support a better development and provide access to more learning opportunities and if so, positive links can be considered with both achievement and self-perceptions of competence.</p> <p>Personality traits are also associated with correspondence between self-perceptions of academic competence and achievement. Personality traits have been referred to as dispositions towards beliefs and attitudes (Miller, [<reflink idref="bib25" id="ref38">25</reflink>]). A five-dimensional model of personality, also known as the Big Five, proposed by Costa and McCrae ([<reflink idref="bib5" id="ref39">5</reflink>]) allows to examine five dispositions, namely consciousness, openness to experience, neuroticism, extraversion, and agreeableness. <emph>Consciousness</emph> refers to the tendency to be planful, careful, and focused and is reflected in the individual's attention to the consequences of his own actions. <emph>Openness</emph> to experience refers to a tendency to curiosity and to seek and appreciate novel experiences or situations and to dare to take risks. <emph>Neuroticism</emph> reflects a tendency to experience negative emotional states such as anxiety, depression, guilt or anger and to foresee threats in situations that do not present any risk. Individuals who exhibit this trait would feel easily overwhelmed by situational demands. <emph>Extraversion</emph> refers to the level to which someone is sociable and seek both interactions with others and excitement and is indeed associated with pleasant emotions, while <emph>agreeableness</emph> refers to a tendency to behave in a prosocial manner (e.g., to be pleasant, friendly, helpful, cooperative; Costa & McCrae, [<reflink idref="bib5" id="ref40">5</reflink>]). Recent research findings suggest that these personality traits could have implications for the degree to which students accurately evaluate their competence (Smith et al., [<reflink idref="bib37" id="ref41">37</reflink>]; Sulea et al., [<reflink idref="bib41" id="ref42">41</reflink>]; Tempelaar et al., [<reflink idref="bib42" id="ref43">42</reflink>]). For example, since conscientiousness has been positively associated with academic competence (Sulea et al., [<reflink idref="bib41" id="ref44">41</reflink>]), it is worth asking whether this trait could lead to a perception of competence that somewhat corresponds with actual achievement. Also, given that openness to experience has also shown to be associated to both perceptions of competence (Tempelaar et al., [<reflink idref="bib42" id="ref45">42</reflink>]) and actual competence (Herzhoff & Tackett, [<reflink idref="bib15" id="ref46">15</reflink>]), it is likely that it can also lead to a perception of competence that coincides with achievement. In contrast, because neuroticism has been previously negatively associated with the perception of academic competence (Smith et al., [<reflink idref="bib37" id="ref47">37</reflink>]), it can be expected that a low level of emotional stability would lead to a perception of competence that shows no correspondence with achievement. There is also data indicating that extraversion or introversion are not associated with the perception of academic competence (Smith et al., [<reflink idref="bib37" id="ref48">37</reflink>]; Sulea et al., [<reflink idref="bib41" id="ref49">41</reflink>]), so this trait should not be significantly associated with a perception of competence that corresponds or not with achievement. As for a potential relationship between agreeableness and the adequation of perception of academic competence with achievement, to date, there does not seem to be any supporting existence of such a relationship.</p> <hd id="AN0174953491-3">Method</hd> <p></p> <hd id="AN0174953491-4">Participants</hd> <p>Participants were 309 ninth and tenth graders from two French public high schools located in the greater Quebec City area in the province of Quebec (Canada). They were recruited over two years through a convenience sampling approach. In mid-October 2020 (cohort 1) and 2021 (cohort 2), they were invited to complete an online questionnaire in French measuring their most recent academic achievement (in %) in language arts (in French) and mathematics, as well as their perception of their academic competence and their personality traits.</p> <hd id="AN0174953491-5">Measures</hd> <p> <emph>Personal and family characteristics</emph>. Participants were invited to answer six open-ended questions targeting their personal characteristics and characteristics of their family: (<reflink idref="bib1" id="ref50">1</reflink>) What is your gender?, (<reflink idref="bib2" id="ref51">2</reflink>) Which language do you speak with your mother/father most often?, (<reflink idref="bib3" id="ref52">3</reflink>) What is the highest level of education of your mother/father?, (<reflink idref="bib4" id="ref53">4</reflink>) What is the employment status of your mother/father?, (<reflink idref="bib5" id="ref54">5</reflink>) In which country was your mother/father born?, (<reflink idref="bib6" id="ref55">6</reflink>) With whom to you live most of the time?.</p> <p> <emph>Academic achievement in language arts and mathematics</emph>. Two items were also used to document participants' achievement in language arts (French) and mathematics: (<reflink idref="bib1" id="ref56">1</reflink>) What was your overall average (in %) in French in your last report card?, and (<reflink idref="bib2" id="ref57">2</reflink>) What was your overall average (in %) in mathematics in your last report card?</p> <p> <emph>General self-perceived academic competence</emph>. A four-item scale elaborated and validated by Harter ([<reflink idref="bib11" id="ref58">11</reflink>]) and translated by Pierrehumbert et al. ([<reflink idref="bib32" id="ref59">32</reflink>]) was used to document participants' general perceptions of their own academic competence. Participants indicated their level of agreement (1 = <emph>Strongly disagree</emph>; 6 = <emph>Strongly agree</emph>) regarding the four following statements: "I am not very good at school"; "I am not as good as others at school"; "I'm as good as others at school"; and "I am proud of my grades at school" (Cronbach's alpha coefficient = 0.88 [indicating a good internal consistency]; Hinton et al., [<reflink idref="bib16" id="ref60">16</reflink>]). Answers to the first two statements were reverse-coded and the four items were averaged, reflecting students' perceptions of their own academic competence.</p> <p> <emph>Big five personality traits</emph>. French-adapted scales from the Big Five Personality Trait Short Questionnaire (John, [<reflink idref="bib20" id="ref61">20</reflink>], [<reflink idref="bib21" id="ref62">21</reflink>]; Morizot, [<reflink idref="bib26" id="ref63">26</reflink>]) were used to assess students' personality traits. As indicated, the five scales, each composed of 10 items, showed a good internal consistency. Each of these scales started with a preface statement "I see myself as someone who" and measured: (<reflink idref="bib1" id="ref64">1</reflink>) conscientiousness (e.g., "works conscientiously, does the things he/she has to do well", α = 0.84), (<reflink idref="bib2" id="ref65">2</reflink>) openness to experience (e.g., "is curious about many different things", α = 0.79), (<reflink idref="bib3" id="ref66">3</reflink>) emotional stability (as opposite to neuroticism: e.g., "is emotionally stable, not easily upset", α = 0.90), (<reflink idref="bib4" id="ref67">4</reflink>) extraversion (e.g., "is extraverted, sociable", α = 0.88), and (<reflink idref="bib5" id="ref68">5</reflink>) agreeableness (e.g., "is considerate and kind to almost everyone", α = 0.78). Participants had to indicate their level of agreement for each statement (1 = <emph>Strongly disagree</emph>; 5 = <emph>Strongly agree</emph>). Answers to items formulated in the negative were reverse-coded and average scores were calculated from each items associated to a scale.</p> <hd id="AN0174953491-6">Statistical analyses</hd> <p>First, to identify different profiles of students in terms of correspondence between self-perceived competence and achievement, Latent Class Analysis (LCA) were conducted with MPlus (Muthén & Muthén, [<reflink idref="bib28" id="ref69">28</reflink>]) using standardized scores of the students' grades in language art (French) and mathematics and of their self-perceived academic competence. Profiles yielding between 2 and 6 groups were estimated. All solutions were mutually compared using the Bayesian Information Criterion (BIC) which reflects the parsimony of the model, the entropy indicating the proportion of correct classification in each group, the Vuong-Lo-Mendell-Rubin likelihood ratio test (VLMR-LRT) indices that evaluate the loss of fit associated with removing one or more classes, and the size of each group (Weller et al., [<reflink idref="bib47" id="ref70">47</reflink>]). The best fitting solution should have the lowest BIC, the highest entropy (i.e., the closest value to 1), a non-significant VLMR-LRT, and groups composed of at least 5% of the sample. Next, a multivariate multinomial regression that yielded odds ratios of the associations between personality traits and the probability of belonging to the identified profiles was performed.</p> <hd id="AN0174953491-7">Results</hd> <p>A five-group solution was found to best fit the data, showing the best trade-offs between indices of fit and representativeness. Specifically, a model with five profiles provided fit indices that were moderately better (BIC = 1636.69, entropy = 0.77) than the four-group model (BIC = 1641.18, entropy = 0.75). The six-group model had a better entropy (0.79) but generated a higher BIC (1640.66) and a group with less than 5% participant memberships, which would be insufficiently representative by analytical standards (Weller et al., [<reflink idref="bib47" id="ref71">47</reflink>]). Moreover, the VLMR-LRT of the six-group solution was significant, suggesting that the fit significantly decreased in comparison to the five-group solution. Table 1 shows the fit statistics of all LCA models.</p> <p>Table 1 Summary of fit statistics for the Latent class analysis</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p># of groups</p></th><th align="left"><p>1</p></th><th align="left"><p>2</p></th><th align="left"><p>3</p></th><th align="left"><p>4</p></th><th align="left"><p>5</p></th><th align="left"><p>6</p></th></tr></thead><tbody><tr><td align="left"><p>BIC</p></td><td align="left"><p>1776.74</p></td><td align="left"><p>1655.12</p></td><td align="left"><p>1636.58</p></td><td align="left"><p>1641.18</p></td><td align="left"><p><bold>1636.69</bold></p></td><td align="left"><p>1640.66</p></td></tr><tr><td align="left"><p>Adjusted BIC</p></td><td align="left"><p>--</p></td><td align="left"><p>1632</p></td><td align="left"><p>1604</p></td><td align="left"><p>1599</p></td><td align="left"><p><bold>1585</bold></p></td><td align="left"><p>1580</p></td></tr><tr><td align="left"><p>Entropy</p></td><td align="left"><p>--</p></td><td align="left"><p>0.761</p></td><td align="left"><p>0.767</p></td><td align="left"><p>0.750</p></td><td align="left"><p><bold>0.765</bold></p></td><td align="left"><p>0.792</p></td></tr><tr><td align="left"><p>VLMR-LRT</p></td><td align="left"><p>--</p></td><td align="left"><p>0.000</p></td><td align="left"><p>0.004</p></td><td align="left"><p>0.172</p></td><td align="left"><p><bold>0.106</bold></p></td><td align="left"><p>0.021</p></td></tr><tr><td align="left"><p>Sample size (%)</p></td><td align="left"><p>100%</p></td><td align="left"><p>71, 29</p></td><td align="left"><p>35, 22, 43</p></td><td align="left"><p>43, 34, 9, 14</p></td><td align="left"><p><bold>11.5, 35, 11.5, 9, 33</bold></p></td><td align="left"><p>3, 34, 7, 14, 10, 32</p></td></tr></tbody></table> </ephtml> </p> <p>Figure 1 shows the five profiles of students regarding correspondence between self-perceived competence and achievement in French and math (i.e., the gap between students' self-assessment of their competencies and their domain grades). Students with both high grades and high self-perceived competences were categorized as being the "High achievers with high self-perceived competence (SPC)" group (<emph>n</emph> = 107, 34.60%). Students with both low grades and low self-perceived competence were categorized as being the "Low achievers with lower SPC" group (<emph>n</emph> = 36, 11.65%). Students with both grades in the average and average self-perceived competence were represented as the "Average achievers with average SPC" group (<emph>n</emph> = 101, 32.70%). Overall, 78.95% of the students had perception of their competence corresponding with their achievement, despite their levels of achievement. Two profiles emerged with no or little correspondence between achievement in French and math and self-perceived competence. "Low achievers with higher SPC" (<emph>n</emph> = 36, 11.65%) and "Average achievers with lower self-perceived competence" (<emph>n</emph> = 29, 9.40%) formed the two last groups.</p> <p>Graph: Fig. 1Profiles of correspondence of self-perceived competence with achievement: (<reflink idref="bib1" id="ref72">1</reflink>) high achievers with high self-perceived competence (n = 107, 34.60%); (<reflink idref="bib2" id="ref73">2</reflink>) low achievers with lower self-perceived competence group (n = 36, 11.65%); (<reflink idref="bib3" id="ref74">3</reflink>) low achievers with higher self-perceived competence (n = 36, 11.65%); (<reflink idref="bib4" id="ref75">4</reflink>) average achievers with lower self-perceived competence (n = 29, 9.40%); (<reflink idref="bib5" id="ref76">5</reflink>) average achievers with average self-perceived competence (n = 101, 32.7%)</p> <p>Table 2 displays the sociodemographic statistics, stratified by profiles. Results indicated that a higher proportion of boys in both low achievers' profiles, in comparison to the other three profiles. Also, less than 50% of the students in the low achievers with higher self-perceived competence and the average achievers with lower self-perceived competence reported their parents having a university diploma. Hence, lower parents' educational attainment seemed to enhance chances of membership in profiles showing no or little correspondence between perceived competence and achievement in language arts and math.</p> <p>Table 2 Personal and family characteristics associated with each profile of correspondence of student's self-perceived competence with achievement (SPC) (N = 309)</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left"><p>Valid <italic>n</italic></p></th><th align="left"><p>High achievers with high SPC</p><p>(<italic>n</italic> = 107, 34.60%)</p></th><th align="left"><p>Low achievers with lower SPC</p><p>(<italic>n</italic> = 36, 11.65%)</p></th><th align="left"><p>Low achievers with higher SPC</p><p>(<italic>n</italic> = 36, 11.65%)</p></th><th align="left"><p>Average achievers with lower SPC</p><p>(<italic>n</italic> = 29, 9.40%)</p></th><th align="left"><p>Average achievers with average SPC</p><p>(<italic>n</italic> = 101, 32.70%)</p></th></tr></thead><tbody><tr><td align="left"><p><bold>Personal characteristics</bold></p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>Gender (girls, <italic>n </italic>= 237)</p></td><td align="left"><p>309</p></td><td align="left"><p>86.9% (<italic>n</italic> = 93)</p></td><td align="left"><p>66.7% (<italic>n</italic> = 24)</p></td><td align="left"><p>61.1% (<italic>n</italic> = 22)</p></td><td align="left"><p>79.3% (<italic>n</italic> = 23)</p></td><td align="left"><p>74.3% (<italic>n</italic> = 75)</p></td></tr><tr><td align="left"><p>Language spoken at home (French, <italic>n</italic> = 159)</p></td><td align="left"><p>167</p></td><td align="left"><p>98.1% (<italic>n </italic>= 52)</p></td><td align="left"><p>50.0% (<italic>n</italic> = 18)</p></td><td align="left"><p>90.0% (<italic>n</italic> = 18)</p></td><td align="left"><p>94.7% (<italic>n</italic> = 19)</p></td><td align="left"><p>94.6% (<italic>n</italic> = 53)</p></td></tr><tr><td align="left"><p>Self-perceived competence†</p></td><td align="left"><p>309</p></td><td align="left"><p>5.25 (0.54)</p></td><td align="left"><p>2.66 (0.60)</p></td><td align="left"><p>4.16 (0.54)</p></td><td align="left"><p>3.23 (0.39)</p></td><td align="left"><p>4.73 (0.46)</p></td></tr><tr><td align="left"><p>Actual competence†</p></td><td align="left"><p>309</p></td><td align="left"><p>89.87 (3.14)</p></td><td align="left"><p>68.74 (4.18)</p></td><td align="left"><p>69.29 (3.30)</p></td><td align="left"><p>82.05 (3.11)</p></td><td align="left"><p>79.79 (3.09)</p></td></tr><tr><td align="left"><p><bold>Family characteristics</bold></p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>Mother's education level (<italic>n</italic> = 94)</p></td><td align="left"><p>167</p></td><td align="left"><p>60.4% (<italic>n</italic> = 32)</p></td><td align="left"><p>85.7% (<italic>n</italic> = 12)</p></td><td align="left"><p>40.0% (<italic>n</italic> = 8)</p></td><td align="left"><p>47.4% (<italic>n</italic> = 9)</p></td><td align="left"><p>60.7% (<italic>n</italic> = 34)</p></td></tr><tr><td align="left"><p>Father's education level (<italic>n</italic> = 94)</p></td><td align="left"><p>167</p></td><td align="left"><p>39.6% (<italic>n </italic>= 21)</p></td><td align="left"><p>26.3% (<italic>n</italic> = 5)</p></td><td align="left"><p>40.0% (<italic>n</italic> = 8)</p></td><td align="left"><p>47.4% (<italic>n</italic> = 9)</p></td><td align="left"><p>48.2% (<italic>n</italic> = 27)</p></td></tr><tr><td align="left"><p>Mother's employment status (<italic>n</italic> = 162)</p></td><td align="left"><p>167</p></td><td align="left"><p>100.0% (<italic>n</italic> = 53)</p></td><td align="left"><p>94.7% (<italic>n</italic> = 18)</p></td><td align="left"><p>95.0% (<italic>n</italic> = 19)</p></td><td align="left"><p>94.7% (<italic>n</italic> = 18)</p></td><td align="left"><p>96.4% (<italic>n</italic> = 54)</p></td></tr><tr><td align="left"><p>Father's employment status (n = 160)</p></td><td align="left"><p>167</p></td><td align="left"><p>98.1% (<italic>n</italic> = 52)</p></td><td align="left"><p>94.7% (<italic>n </italic>= 18)</p></td><td align="left"><p>95.0% (<italic>n</italic> = 19)</p></td><td align="left"><p>100% (<italic>n </italic>= 19)</p></td><td align="left"><p>92.9% (<italic>n</italic> = 52)</p></td></tr><tr><td align="left"><p>Mother's immigration status (no, n = 153)</p></td><td align="left"><p>167</p></td><td align="left"><p>98.1% (<italic>n</italic> = 53)</p></td><td align="left"><p>100.0% (<italic>n</italic> = 19)</p></td><td align="left"><p>80.0% (<italic>n</italic> = 16)</p></td><td align="left"><p>94.7% (<italic>n</italic> = 18)</p></td><td align="left"><p>85.7% (<italic>n</italic> = 48)</p></td></tr><tr><td align="left"><p>Father's immigration status (no, n = 154)</p></td><td align="left"><p>167</p></td><td align="left"><p>98.1% (<italic>n </italic>= 52)</p></td><td align="left"><p>94.7% (<italic>n</italic> = 18)</p></td><td align="left"><p>90.0% (<italic>n</italic> = 18)</p></td><td align="left"><p>94.7% (<italic>n</italic> = 18)</p></td><td align="left"><p>85.7% (<italic>n</italic> = 48)</p></td></tr><tr><td align="left"><p>Civil status - Two-parents family (n = 131)</p></td><td align="left"><p>167</p></td><td align="left"><p>88.7% (<italic>n</italic> = 53)</p></td><td align="left"><p>68.4% (<italic>n</italic> = 13)</p></td><td align="left"><p>75.0% (<italic>n </italic>= 15)</p></td><td align="left"><p>63.2% (<italic>n</italic> = 12)</p></td><td align="left"><p>80.4% (<italic>n</italic> = 45)</p></td></tr><tr><td align="left"><p><bold>Personality traits</bold></p></td><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left"><p>Extraversion†</p></td><td align="left"><p>308</p></td><td align="left"><p>3.53 (0.65)</p></td><td align="left"><p>3.27 (0.69)</p></td><td align="left"><p>3.44 (0.65)</p></td><td align="left"><p>3.30 (0.72)</p></td><td align="left"><p>3.52 (0.62)</p></td></tr><tr><td align="left"><p>Emotional stability†</p></td><td align="left"><p>308</p></td><td align="left"><p>2.52 (0.94)</p></td><td align="left"><p>2.26 (0.83)</p></td><td align="left"><p>2.72 (0.85)</p></td><td align="left"><p>2.25 (0.90)</p></td><td align="left"><p>2.70 (0.81)</p></td></tr><tr><td align="left"><p>Openness†</p></td><td align="left"><p>308</p></td><td align="left"><p>3.88 (0.61)</p></td><td align="left"><p>3.45 (0.70)</p></td><td align="left"><p>3.48 (0.75)</p></td><td align="left"><p>3.39 (0.60)</p></td><td align="left"><p>3.79 (0.56)</p></td></tr><tr><td align="left"><p>Agreeableness†</p></td><td align="left"><p>308</p></td><td align="left"><p>3.83 (0.56)</p></td><td align="left"><p>0.76 (17.11)</p></td><td align="left"><p>3.67 (0.67)</p></td><td align="left"><p>3.51 (0.60)</p></td><td align="left"><p>3.83 (0.59)</p></td></tr><tr><td align="left"><p>Conscientiousness†</p></td><td align="left"><p>308</p></td><td align="left"><p>3.60 (0.65)</p></td><td align="left"><p>2.90 (0.61)</p></td><td align="left"><p>3.08 (0.71)</p></td><td align="left"><p>3.00 (0.71)</p></td><td align="left"><p>3.37 (0.62)</p></td></tr></tbody></table> </ephtml> </p> <p>† indicates continuous variables</p> <p>Table 3 shows the results of the multivariate multinomial regression model testing the associations between personality traits and membership in profiles of correspondence between self-perceived competence and achievement in French and maths, as compared to the "high achievers with high SPC group". Here, the high achievers with high SPC profile were designed as the comparison group because it represented the largest proportion of students (34.60%) and it was the most consistent profile in terms of correspondence between self-perceived competence and achievement. Conscientiousness and openness significantly reduced the probability of belonging to each of the other profiles of correspondence between self-perceived competence and achievement, in comparison to the high achievers with high SPC. Specifically, students with high level of conscientiousness were 81.0% and 72.0% less likely to belong to the low and the average achievers with lower SPC, 71.0% less likely to belong to the low achievers with higher SPC and 50.0% less likely to belong to the average achievers with average SPC, in comparison to high achiever students with high SPC. In other words, the more conscientious students were, the less likely they were in belonging to the low achievers' profiles and to profiles of average achievers with lower or average SPC. Similarly, students with higher levels of openness were between 61.0% (OR = 0.39) to 68.0% (OR = 0.32) less likely to belong to the low achievers and the average achievers with lower SPC profiles. Extraversion, emotional stability, and agreeableness were not significantly associated with the estimated profiles.</p> <p>Table 3 Predicting profiles of correspondence of students' self-perceived competence with achievement, in comparison to the high achievers with high SPC group</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" /><th align="left" colspan="2"><p>Low achievers with lower SPC</p></th><th align="left" colspan="2"><p>Low achievers with higher SPC</p></th><th align="left" colspan="2"><p>Average achievers with lower SPC</p></th><th align="left" colspan="2"><p>Average achievers with average SPC</p></th></tr><tr><th align="left" /><th align="left"><p>OR</p></th><th align="left"><p>95% CI</p></th><th align="left"><p>OR</p></th><th align="left"><p>95% CI</p></th><th align="left"><p>OR</p></th><th align="left"><p>95% CI</p></th><th align="left"><p>OR</p></th><th align="left"><p>95% CI</p></th></tr></thead><tbody><tr><td align="left"><p>Extraversion†</p></td><td align="left"><p>0.71</p></td><td align="left"><p>0.375; 1.33</p></td><td align="left"><p>0.87</p></td><td align="left"><p>0.463; 1.64</p></td><td align="left"><p>0.81</p></td><td align="left"><p>0.412; 1.58</p></td><td align="left"><p>0.93</p></td><td align="left"><p>0.593; 1.46</p></td></tr><tr><td align="left"><p>Emotional stability†</p></td><td align="left"><p>0.79</p></td><td align="left"><p>0.468; 1.33</p></td><td align="left"><p>1.43</p></td><td align="left"><p>0.891; 2.30</p></td><td align="left"><p>0.76</p></td><td align="left"><p>0.435; 1.33</p></td><td align="left"><p>1.33</p></td><td align="left"><p>0.952; 1.86</p></td></tr><tr><td align="left"><p>Openness†</p></td><td align="left"><p><bold>0.38</bold></p></td><td align="left"><p><bold>0.194; 0.760</bold></p></td><td align="left"><p><bold>0.39</bold></p></td><td align="left"><p><bold>0.201; 0.760</bold></p></td><td align="left"><p><bold>0.32</bold></p></td><td align="left"><p><bold>0.154; 0.658</bold></p></td><td align="left"><p>0.78</p></td><td align="left"><p>0.488; 1.26</p></td></tr><tr><td align="left"><p>Agreeableness†</p></td><td align="left"><p>1.50</p></td><td align="left"><p>0.710; 3.16</p></td><td align="left"><p>1.25</p></td><td align="left"><p>0.595; 2.63</p></td><td align="left"><p>1.03</p></td><td align="left"><p>0.470; 2.24</p></td><td align="left"><p>1.34</p></td><td align="left"><p>0.780; 2.29</p></td></tr><tr><td align="left"><p>Conscientiousness†</p></td><td align="left"><p><bold>0.19</bold></p></td><td align="left"><p><bold>0.095; 0.394</bold></p></td><td align="left"><p><bold>0.28</bold></p></td><td align="left"><p><bold>0.145; 0.541</bold></p></td><td align="left"><p><bold>0.29</bold></p></td><td align="left"><p><bold>0.139; 0.598</bold></p></td><td align="left"><p><bold>0.50</bold></p></td><td align="left"><p><bold>0.307; 0.799</bold></p></td></tr></tbody></table> </ephtml> </p> <p>OR, odds ratio; 95% CI, confidence intervals. Bolded coefficients indicate statistically significant values</p> <hd id="AN0174953491-8">Discussion</hd> <p>The aim of this study was to (a) identify different profiles of students differing with respect to level of correspondence between self-perceived competence and achievement in French and math, (b) describe the personal and family characteristics of the students in these profiles, and (c) associate personality traits with each profile.</p> <p>The results revealed a five-profile solution which best represents the heterogeneity of levels of correspondence between self-perceived competence and achievement in specific subjects. Almost 80% of students displayed self-perceptions of competence corresponding with their reported achievement in French and math, independently of their levels of achievement. In contrast, a smaller but non-negligible proportion of students reported a perception of their academic competence that has no or little correspondence with their achievement. This subgroup of students included low achievers who considered themselves as rather capable, and average achievers who underestimated their competence. These results are consistent with recent findings suggesting that students vary in terms of their self-assessment of academic skills (Fryer & Ainley, [<reflink idref="bib8" id="ref77">8</reflink>]; Lee & Ju, [<reflink idref="bib23" id="ref78">23</reflink>]; Smith et al., [<reflink idref="bib36" id="ref79">36</reflink>]). But above all, they corroborate results suggesting that these self-assessments do not always reflect students' academic attainments or abilities (Boissicat et al., [<reflink idref="bib2" id="ref80">2</reflink>]; Bonneville-Roussy et al., [<reflink idref="bib3" id="ref81">3</reflink>]; Jamain et al., [<reflink idref="bib19" id="ref82">19</reflink>]; Leduc & Bouffard, [<reflink idref="bib22" id="ref83">22</reflink>]; Urban & Urban, [<reflink idref="bib43" id="ref84">43</reflink>]).</p> <p>A look at the personal characteristics of the students (and of their family) in the different profiles allowed to identify interesting differences. Overall, boys seemed more likely to report lower academic achievement, despite the correspondence of their self-perceived competence with their achievement, which aligns with research showing that girls tend to outperform boys at school (Parker et al., [<reflink idref="bib31" id="ref85">31</reflink>]). Such gender differences in regard to academic achievement have been attributed to gender-stereotypic socialization patterns (Lee et al., [<reflink idref="bib24" id="ref86">24</reflink>]). In addition, among profiles of students reporting a self-perception of academic competence that has no or little correspondence with their achievement, a limited number of students reported their parents having a university degree. According to Grolnick ([<reflink idref="bib9" id="ref87">9</reflink>]), parents with a high level of education are more likely to provide instructional support, which could ultimately lead their children to develop a more accurate perception of their competence. As such, students whose parents do not have a university degree might not have access at home to the same structure, messages, and cues, therefore, explaining, to some extent, the gap between their self-perceived and their actual academic competence at school.</p> <p>A look at the relationships between the different profiles of self-perceived competence and five personality traits indicated that high-achieving students who consistently perceived themselves as highly competent tended to stand out in terms of their levels of conscientiousness and openness to experience. Indeed, as expected, students' higher levels of conscientiousness were associated with a self-perceived competence that corresponds with achievement. Recent evidence is in line with these results, indicating that conscientiousness can be favorable to the development of positive perceptions of competence (Sulea et al., [<reflink idref="bib41" id="ref88">41</reflink>]). Similarly, there is some evidence that openness to experience can also be related to better perceptions of competence (Tempelaar et al., [<reflink idref="bib42" id="ref89">42</reflink>]) and to the development of actual competence (Herzhoff & Tackett, [<reflink idref="bib15" id="ref90">15</reflink>]). These results support the interpretation that being thoughtful, organized, and open to new learning experiences are attributes that may favor the development of a somewhat accurate perception of academic competence for high perceived achievers.</p> <p>Furthermore, the results did not reveal that emotional stability was associated with the estimated profiles. Although we need to be careful when interpreting null results, these findings did not align with past evidence suggesting that students displaying high levels of neuroticism tend to hold a negative perception of their competence (Smith et al., [<reflink idref="bib37" id="ref91">37</reflink>]). As for the traits of extraversion and agreeableness, in line with our hypotheses and previous studies, our findings did not show significant associations with the perception of competence (Smith et al., [<reflink idref="bib37" id="ref92">37</reflink>]; Sulea et al., [<reflink idref="bib41" id="ref93">41</reflink>]).</p> <hd id="AN0174953491-9">Limitations, future directions, and conclusions</hd> <p>The present study enriches existing knowledge and makes an original contribution to the literature on self-perceptions of academic competence by identifying profiles of perceptions of competence that differ in terms of correspondence with achievement in language art and math. Perhaps the study greatest contribution is the association of specific personality traits with these profiles. This study, however, was not conducted without limitations and should therefore be interpreted with caution. Given that a concurrent design was used, we cannot claim causality nor predict how these profiles evolve over time and what outcomes might emanate from them. Also, our findings were based on self-reported grades that may, or may not, accurately reflect actual achievement in French and in mathematics. In the same sense, we only had a measure of general self-perceived academic competence, instead of a measure of perceived competence in each of these subjects which would have a stronger correspondence with actual results. Future studies would benefit from addressing these limits to enable a more precise analysis of the correspondence between self-perceptions of competence and achievement. These future studies would benefit also from including students from different grade levels to better determine how personality traits are linked to compatibilities between perceptions and achievement. With age, students acquire a better capacity to make adequate assessments of their achievement competence and abilities. Nevertheless, the present study used a novel approach to analyze self-perceptions of academic competence and provided potential explanations on why self-perceptions of competence vary from individual to individual.</p> <hd id="AN0174953491-10">Funding</hd> <p>This work was not supported by any external funding.</p> <hd id="AN0174953491-11">Declarations</hd> <p></p> <hd id="AN0174953491-12">Conflict of Interest/Competing interests</hd> <p>The authors declare no conflict of interests or competing interests.</p> <hd id="AN0174953491-13">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0174953491-14"> <title> References </title> <blist> <bibl id="bib1" idref="ref5" type="bt">1</bibl> <bibtext> Arens AK, Jansen M, Preckel F, Schmidt I, Brunner M. 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A meta-analysis of the longitudinal relationship between academic self-concept and academic achievement. Educational Psychology Review. 2021; 33; 4: 1749-1778. 10.1007/s10648-021-09600-1</bibtext> </blist> </ref> <aug> <p>By Jonathan Smith; Gabrielle Garon-Carrier; Fanny-Alexandra Guimond; Caroline Fitzpatrick; Tanya Chichekian; Jérôme St-Amand and Annie Lemieux</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author</p> <p></p> <p>Jonathan Smith is an associate professor in the Department of Preschool and Primary Education at Université de Sherbrooke. He is interested in factors that reflect the quality of student educational experiences, for example, their relationships, their motivation, their learning, and their mental health. In his ongoing research activities, he examines how school resources and organization, as well as teachers' practices, can influence such factors.</p> <p>Gabrielle Garon-Carrier is an assistant professor in the Department of Psychoeducation at Université de Sherbrooke. She holds a Tier II Canadian Research Chair on Early Learning and Social Adjustment. Her research aims to inform on the developmental mechanisms of school readiness, academic performance and motivation, as well as on early cognitive and mental health. Her work also advance knowledge on how social policies and services for families with young children can be adjusted to better support at-risk children and families with a view to reducing early-life inequalities among families, school environments, and within the public services sector.</p> <p>Fanny-Alexandra Guimond is an assistant professor at the School of Psychology of the University of Ottawa. Her research focuses on parent, peer, and school factors that influence children's and adolescent's internalized difficulties such as anxiety and body image concerns. She is also interested in academic engagement and achievement.</p> <p>Caroline Fitzpatrick is an associate professor in the Department of Preschool and Primary Education at Université de Sherbrooke and a visiting research fellow at the University of Johannesburg. She is also a Tier II Canada Research Chair in Digital Media Use by Children and Its Implications for Promoting Togetherness: An Ecosystemic Approach. The goal of her research is to inform social policies and public health initiatives aimed at improving child health and education.</p> <p>Tanya Chichekian is an assistant professor in the Department of Pedagogy at Université de Sherbrooke. Her research interests focus on the underlying motivational processes that lead to an optional functioning in education, as well as the design of learning environments that foster knowledge transfer in higher education. She is particularly interested in studying contexts in which high-achieving students experience successes and failures. Her research outcomes have mainly been applied in the fields of Science, Technology, Engineering, and Mathematics (STEM).</p> <p>Jérôme St-Amand is an associate professor in the Department of Educational Sciences at Université du Québec en Outaouais. His research activities explore several dimensions associated with the influence of effective practices and interventions on student outcomes, such as students' basic needs (belonging, autonomy, competence), social relations, school motivation, academic achievement, well-being, and social adjustment. He is also interested in studying equity and quality in education in developing countries.</p> <p>Annie Lemieux is a statistician for the Group for Research and Intervention on Children's Social Adjustment of the Université of Sherbrooke.</p> </aug> <nolink nlid="nl1" bibid="bib27" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib48" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib33" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib38" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib30" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib40" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib46" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib18" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib44" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib39" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib19" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib22" firstref="ref21"></nolink> <nolink nlid="nl13" bibid="bib43" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib14" firstref="ref28"></nolink> <nolink nlid="nl15" bibid="bib45" firstref="ref29"></nolink> <nolink nlid="nl16" bibid="bib35" firstref="ref30"></nolink> <nolink nlid="nl17" bibid="bib10" firstref="ref31"></nolink> <nolink nlid="nl18" bibid="bib17" firstref="ref32"></nolink> <nolink nlid="nl19" bibid="bib13" firstref="ref33"></nolink> <nolink nlid="nl20" bibid="bib12" firstref="ref34"></nolink> <nolink nlid="nl21" bibid="bib29" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib34" firstref="ref37"></nolink> <nolink nlid="nl23" bibid="bib25" firstref="ref38"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref41"></nolink> <nolink nlid="nl25" bibid="bib41" firstref="ref42"></nolink> <nolink nlid="nl26" bibid="bib42" firstref="ref43"></nolink> <nolink nlid="nl27" bibid="bib15" firstref="ref46"></nolink> <nolink nlid="nl28" bibid="bib11" firstref="ref58"></nolink> <nolink nlid="nl29" bibid="bib32" firstref="ref59"></nolink> <nolink nlid="nl30" bibid="bib16" firstref="ref60"></nolink> <nolink nlid="nl31" bibid="bib20" firstref="ref61"></nolink> <nolink nlid="nl32" bibid="bib21" firstref="ref62"></nolink> <nolink nlid="nl33" bibid="bib26" firstref="ref63"></nolink> <nolink nlid="nl34" bibid="bib28" firstref="ref69"></nolink> <nolink nlid="nl35" bibid="bib47" firstref="ref70"></nolink> <nolink nlid="nl36" bibid="bib23" firstref="ref78"></nolink> <nolink nlid="nl37" bibid="bib36" firstref="ref79"></nolink> <nolink nlid="nl38" bibid="bib31" firstref="ref85"></nolink> <nolink nlid="nl39" bibid="bib24" firstref="ref86"></nolink>
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  Data: Using Personality Traits to Predict Correspondence between Self-Perception of Academic Competence and Achievement: A Latent Profile Analysis Study
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  Data: <searchLink fieldCode="AR" term="%22Jonathan+Smith%22">Jonathan Smith</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6451-783X">0000-0002-6451-783X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gabrielle+Garon-Carrier%22">Gabrielle Garon-Carrier</searchLink><br /><searchLink fieldCode="AR" term="%22Fanny-Alexandra+Guimond%22">Fanny-Alexandra Guimond</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+Fitzpatrick%22">Caroline Fitzpatrick</searchLink><br /><searchLink fieldCode="AR" term="%22Tanya+Chichekian%22">Tanya Chichekian</searchLink><br /><searchLink fieldCode="AR" term="%22Jérôme+St-Amand%22">Jérôme St-Amand</searchLink><br /><searchLink fieldCode="AR" term="%22Annie+Lemieux%22">Annie Lemieux</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Psychology+of+Education%3A+An+International+Journal%22"><i>Social Psychology of Education: An International Journal</i></searchLink>. 2024 27(1):283-297.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 15
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink>
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  Data: 10.1007/s11218-023-09814-x
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  Label: ISSN
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  Data: 1381-2890<br />1573-1928
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  Label: Abstract
  Group: Ab
  Data: This study was interested in the level of correspondence between high school students' self-perceptions of academic competence and achievement. The objectives were to (a) identify different profiles of students in terms of correspondence between perceptions of general academic competence and achievement in language arts and mathematics, (b) describe the personal and family characteristics of the students in these profiles, and (c) associate personality traits defined by the Big-Five with these profiles. A latent class analysis and a multinominal logistic regression were conducted on the data collected from 309 ninth and tenth graders. Among the most salient results, five profiles of students were identified, three of which with competence perceptions corresponding with achievement (i.e., high achievers with high self-perceived competence (SPC), average achievers with average SPC, and low achievers with lower SPC) and two with competence perceptions showing no or little correspondence with achievement (i.e., low achievers with higher SPC and average achievers with lower SPC). Also, students scoring high on openness to experience and conscientiousness were more likely to belong to the profile of high achievers with high SPC. These findings contribute to the literature on the possible reasons why students hold accurate or biased self-perceptions of competence.
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  Data: 2024
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  Data: EJ1408341
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        PageCount: 15
        StartPage: 283
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Self Concept
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      – SubjectFull: Personality Traits
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