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Students' Self-Evaluation Bias of School Competence and Its Link to Teacher Judgment in Elementary School
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Jamain, Ludivine; de Place, Anne-Laure; Bouffard, Thérèse; Pansu, Pascal – Social Psychology of Education: An International Journal, 2021
Research on the self-evaluation bias of students' school competence has focused mainly on its correlates for students' school adaptation. This study focused on teachers' theories about students with a positive or negative bias in their self-evaluation of competence. French students enrolled in the third and fifth grades of elementary school…
Descriptors: Elementary School Teachers, Elementary School Students, Self Evaluation (Individuals), Teacher Attitudes
Temperamentally Inhibited Children Are at Risk for Poorer Maths Performance: Self-Concept as Mediator
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Viljaranta, Jaana; Aunola, Kaisa; Mullola, Sari; Luonua, Marjaana; Tuomas, Anne; Nurmi, Jari-Erik – Social Psychology of Education: An International Journal, 2020
It has repeatedly been found that temperamental inhibition and low academic achievement are associated with each other: children with cautious and wary or shy behaviour are at risk for low academic achievement. Several suggestions about the mechanism behind this association have been made, these highlighting for example, the fewer learning…
Descriptors: Inhibition, Personality Traits, Low Achievement, Correlation
Teachers' and Students' Needs for Autonomy, Competence, and Relatedness as Predictors of Students' Achievement
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Marshik, Tesia; Ashton, Patricia T.; Algina, James – Social Psychology of Education: An International Journal, 2017
Self-determination theory and research suggest that students are more motivated and have higher achievement when teachers support their psychological needs for autonomy, competence, and relatedness. However, teachers might have difficulty supporting their students' psychological needs if their own psychological needs are not met, which might…
Descriptors: Self Determination, Student Motivation, Academic Achievement, Psychological Needs
Characteristics of Academically-Influential Children: Achievement Motivation and Social Status
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Masland, Lindsay C.; Lease, A. Michele – Social Psychology of Education: An International Journal, 2016
The contributions of academic achievement motivation and social status to peer-reported academic influence were explored in a sample of 322 children in grades three through five. Latent moderated structural equation modeling indicated that children who value academics are more likely to be rated by peers as academically influential. Social status…
Descriptors: Academic Achievement, Student Motivation, Social Status, Influences
An Investigation of the Relationship between Teachers' Expectations and Teachers' Perceptions of Student Attributes
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Timmermans, Anneke C.; de Boer, Hester; van der Werf, Margaretha P. C. – Social Psychology of Education: An International Journal, 2016
Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student--teacher relationships, and classroom behavior) in shaping…
Descriptors: Teacher Attitudes, Teacher Expectations of Students, Foreign Countries, Primary Education
Teacher Involvement as a Protective Factor from the Association between Race-Based Bullying and Smoking Initiation
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Earnshaw, Valerie A.; Rosenthal, Lisa; Carroll-Scott, Amy; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R. – Social Psychology of Education: An International Journal, 2014
Experiencing bullying as a victim is associated with negative health and health behavior outcomes, including substance use, among adolescents. However, understandings of protective factors--factors that enhance adolescents' resilience to the negative consequences of bullying--remain limited. The current study investigates whether teacher…
Descriptors: Smoking, Bullying, Race, Correlation