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Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school

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Abstract

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 (sample 1, N = 508; sample 2, N = 322) and their teachers (sample 1, N = 27; sample 2, N = 13) participated in this study. We examined the relationship between the more or less biased perceptions that students have of their competence in French and mathematics and their teacher's judgment. Models for each sample were tested while controlling for students’ performance, their gender, repeating of a school year, and average class level. The results for both samples showed that the more positively biased a student's evaluation of their competence was, the better their teacher’s judgment was.

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Availability of data and material

The collection procedure and storage of data has been declared and registered with of the Commission nationale de l'informatique et des libertés de France (French National Commission for Information Technology and Civil Liberties; No. declaration register: 0886549). The data are available by sending a request to first author address.

Code availability

The data were processed on IBM SPSS statistics 25 using Python 2.7 writing code. The analysis approach is described in the body of the article. The code are available by sending a request to the first author address.

Notes

  1. Δ(A−B) = D(A) −D(B) where D(A) is the model A deviance, D(B) is the one of the model B et Δ(A−B) is the decrease in deviance between the initial model A and the more complete model B.

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Funding

This work has been carried out within the framework of the ANR-2016 SCHOOLBIAS project supported by the National French Research Agency: ANR-16-CE28-0011.

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This article is based on the first author non-published thesis. All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Ludivine Jamain. The first draft of the manuscript was written by Ludivine Jamain and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Correspondence to Ludivine Jamain.

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Jamain, L., de Place, AL., Bouffard, T. et al. Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school. Soc Psychol Educ 24, 919–938 (2021). https://doi.org/10.1007/s11218-021-09638-7

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  • DOI: https://doi.org/10.1007/s11218-021-09638-7

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