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Stability of Biases in Self-Evaluation and Relations to Well-Being among Elementary School Children

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Title: Stability of Biases in Self-Evaluation and Relations to Well-Being among Elementary School Children
Language: English
Authors: Bouffard, Therese, Vezeau, Carole, Roy, Mathieu
Source: International Journal of Educational Research. 2011 50(4):221-229.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Elementary Secondary Education
Grade 3
Grade 4
Intermediate Grades
Primary Education
Descriptors: Self Evaluation (Individuals), Bias, Well Being, Elementary School Students, Adjustment (to Environment), Grade 3, Grade 4, Academic Achievement, Mathematics, Language Arts
DOI: 10.1016/j.ijer.2011.08.003
ISSN: 0883-0355
Abstract: This paper aims to investigate to what extent a bias in self-evaluation is an enduring characteristic among children, and whether there is a relationship between the trajectory of children's self-evaluation bias over a five-year period and their psychosocial adjustment. 462 children (200 boys) in Grade 3 (mean age=8.6 years old) or Grade 4 (mean age=9.7 years old) at the outset of the study participated following their parents' written consent. The group-based approach using a multinomial modeling strategy allowed identifying five groups based on changes in the children's self-evaluation bias over the five-year period. Children in the stable and highly positive bias group stood out as having markedly more positive scores on all indices of psychosocial adjustment, and also outperformed the other children in achievement in language arts and math. (Contains 3 tables and 1 figure.)
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ945477
Database: ERIC
FullText Text:
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  Data: Stability of Biases in Self-Evaluation and Relations to Well-Being among Elementary School Children
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  Data: <searchLink fieldCode="AR" term="%22Bouffard%2C+Therese%22">Bouffard, Therese</searchLink><br /><searchLink fieldCode="AR" term="%22Vezeau%2C+Carole%22">Vezeau, Carole</searchLink><br /><searchLink fieldCode="AR" term="%22Roy%2C+Mathieu%22">Roy, Mathieu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Research%22"><i>International Journal of Educational Research</i></searchLink>. 2011 50(4):221-229.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
– Name: PeerReviewed
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  Data: Y
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  Data: PDF
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  Data: 9
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  Label: Publication Date
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  Data: 2011
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink>
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  Data: 10.1016/j.ijer.2011.08.003
– Name: ISSN
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  Data: 0883-0355
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper aims to investigate to what extent a bias in self-evaluation is an enduring characteristic among children, and whether there is a relationship between the trajectory of children's self-evaluation bias over a five-year period and their psychosocial adjustment. 462 children (200 boys) in Grade 3 (mean age=8.6 years old) or Grade 4 (mean age=9.7 years old) at the outset of the study participated following their parents' written consent. The group-based approach using a multinomial modeling strategy allowed identifying five groups based on changes in the children's self-evaluation bias over the five-year period. Children in the stable and highly positive bias group stood out as having markedly more positive scores on all indices of psychosocial adjustment, and also outperformed the other children in achievement in language arts and math. (Contains 3 tables and 1 figure.)
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  Data: 2011
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ945477
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      – SubjectFull: Well Being
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