Self-perceived scholastic competence: teacher conditional support, sensitivity to errors and test-anxiety
Type de référence
Date
2015-08Langue de la référence
AnglaisEntité(s) de recherche
Université du Québec à Montréal
Résumé
This paper presents a study that investigates the relationship between their perception of conditional positive and negative support from parents and teachers, and their self-perceived scholastic competence. We tested whether this relationship was mediated by sensitivity to errors and test-anxiety. The pupils filled out a questionnaire on the extent to which they perceived conditional positive and negative support from significant adults and their sensitivity to errors, test-anxiety, and feelings of scholastic competence. The results show that when controlling for conditional positive support, the more the pupils perceived conditional negative support from significant adults, the more they reported high levels of sensitivity to errors and test-anxiety, and the lower was their self-perceived scholastic competence. In contrast, when controlling for the conditional negative support, conditional positive support was not linked to self-perceived scholastic competence. The results confirm the detrimental effect of conditional negative support on the self-perceived scholastic competence.Nom de la manifestation
16ème Biennial Conference EarliDate(s) de la manifestation
Aout 2015Ville de la manifestation
LimassolPays de la manifestation
ChypreURL permanente ORFEE
http://hdl.handle.net/20.500.12162/2985- Tout ORFEE
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