NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1190851
Record Type: Journal
Publication Date: 2018-Oct
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
The Harmful Aspect of Teacher Conditional Support on Students' Self-Perception of School Competence
Hascoët, Marine; Pansu, Pascal; Bouffard, Thèrèse; Leroy, Nadia
European Journal of Psychology of Education, v33 n4 p615-628 Oct 2018
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.
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/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A