Des recherches ont montré que le sentiment d’efficacité personnelle parentale scolaire, soit la perception du parent de pouvoir soutenir la motivation et la réussite scolaire de son enfant, était lié à une meilleure adaptation de l’élève (Danis et al., 2016). Les objectifs de cette étude longitudinale sont d’examiner : 1) les trajectoires d’évolution de ce sentiment chez 618 parents durant les quatre années englobant la transition de leur enfant au secondaire ; 2) si le sexe et les habiletés mentales de l’élève, le niveau de scolarité des parents et leur perception de la motivation scolaire de leur enfant en 5e année du primaire prédisent l’appartenance aux trajectoires ; et 3) si l’appartenance aux trajectoires est liée à l’adaptation scolaire de l’élève en secondaire 2. Deux trajectoires relativement stables sont apparues : une où les parents ont un sentiment d’efficacité personnelle scolaire élevé qui décroît à partir de la fin du primaire, et l’autre où ce sentiment est initialement modéré, puis diminue légèrement les trois années suivantes. La perception qu’ont des parents de la motivation scolaire de leur enfant prédit positivement l’appartenance à la trajectoire élevée. Les élèves dont les parents appartiennent à cette trajectoire ont, en 2e année du secondaire, une perception de compétence, une motivation et un rendement scolaires plus élevés que les autres jeunes.

The objective of this longitudinal study was to examine the direction of the relationship between the perception of parental conditional support and the feeling of imposture.504 students (249 girls) aged 10 -11 at the start of the study answered questionnaires on their perception of conditional parental support and their feeling of imposture over a period of five consecutive years.Using structural equation modeling, the results of cross-lagged analyzes with overlapping stability paths of each variable showed that the model where the perception of conditional support predicted the presence of the feeling of imposture the following year was the most parsimonious and the one that also best fit the data.There was no evidence for the reverse: impostorism never predicted changes in perception of conditional parental regard.The discussion focuses on the mechanisms likely involved in children internalization of parental expectations as standards that lead them to feel like an impostor.The negative impact of imposorism on the well-being and future of children increases the importance of making parents aware of the avoidance of practices leading their child to perceive that their love and acceptance are based on their accomplishments rather than on their personal qualities.

The entry of students into middle school constitutes a life transition that involves adaptive challenges at the psychological, academic and social levels. The provision of autonomy support and avoidance of controlling tactics by parents can be effective resources to help the students through this transition. The purpose of the present study was twofold: (1) to identify distinct profiles of parenting support of autonomy and of control, and (2) to examine whether membership to these profiles relates to students' school adjustment once in middle school. Latent profile analysis served to analyze data collected from a sample of 672 students in the spring of their sixth grade and one year later at middle school. Results revealed a three-class model of parenting: Autonomy Centered group (67%), Control Centered group (8.0%), Autonomy/Control Balanced group (25%). School adjustment was poorest for students whose parents belong to the Control Centered group and generally the highest for those whose parents belong to the Autonomy Centered group.

Si plusieurs théories avancent que la perception de compétence tient un rôle central dans la motivation et le rendement scolaires, la direction de leurs relations n’est pas consensuelle. Cette étude longitudinale couvrant la transition primaire-secondaire examine cette question. Dès la 5e année du primaire et une fois l’an durant les 4 années suivantes, 830 élèves ont répondu à un questionnaire sur leur perception de compétence et leur motivation, alors que leurs enseignants ont rapporté leur rendement. Une fois la contribution du sexe et des habiletés mentales des élèves, et la scolarité des parents contrôlées, les résultats indiquent une association bidirectionnelle entre la perception de compétence et le rendement. La perception de compétence prédit systématiquement la motivation, mais pas l’inverse, et il existe aussi peu de liens entre la motivation et le rendement. La discussion met l’accent sur l’importance du développement d’une perception de compétence positive dans le fonctionnement scolaire.

To feel unconditional love and acceptance from parents is a need which fundamental character is widely recognized. This article presents the results of a longitudinal study which first objective is to identify trajectories of change in perceived parental support conditional on academic success over a 5-year period. The second objective examines whether students’ gender, mental ability, and parental education predict membership in the trajectories and the third examines whether students’ academic functioning differs according to their membership to different trajectories 1 year later, when they were in Secondary 5. A sample of 776 students (371 males) reported their perception of conditional parental support yearly from grade 6 to Secondary 4. In Secondary 5, they answered a questionnaire on their academic motivation, self-regulation, test anxiety and intention to drop out. Teachers also reported their perceptions of the participating students’ academic motivation and self-regulation and rated their academic performance. Results of latent class growth analysis (LCGA) shows that the most optimal model identified three patterns of change in students’ perceptions of their parents’ conditional support. Students’ gender, mental ability, and parental education do not predict membership in trajectories. Results of the BCH procedure indicate that whether self-reported or teacher-reported, the academic functioning of students in the low perceived conditional support trajectory was superior to that in the other two trajectories. These results add evidence that parents can have a long-term impact on children’s academic functioning and underscore the need to educate parents about the importance of avoiding associating their support and regard with their child’s academic performance.

Many girls believe they have little natural ability in computer science and girls’ perception of self-efficacy beliefs for programming is generally low. Offering engaging hands-on programming activities could be a beneficial strategy to increase girls’ self-efficacy beliefs for programming since it has the potential to offer them exposure to mastery experiences. However, a programming workshop in a museum might not offer ideal settings to promote girls’ mastery experiences in programming because of its short duration and how gender stereotypes may impact the participation in hands-on activities. In the research presented here, we explore how a science museum’s introductory programming workshop focused on robotics can impact pupils’ self-efficacy beliefs for programming related to mastery experiences, with a specific focus on girls. H1—Prior to the programming workshop, it is expected that girls’ self-efficacy beliefs will be lower than boys’. H2—Boys generally have more positive experiences with STEM activities than girls, irrespective of experimental condition. Thus, following the workshop, we predict that girls’ and boys’ self-efficacy for programming will have increased, but that boy’s self-efficacy beliefs will remain higher than girls’. In total, 172 pupils (94 girls) aged 10–14 years completed a Mastery Experiences in Programming questionnaire before and after taking part in a programming workshop. Our results show that after a 2-h programming workshop in a science museum, gender differences in self-efficacy for programming initially observed narrowed and even disappeared.

Despite recent calls for more peer support initiatives aimed at promoting mental health in postsecondary institutions, those initiatives remain scarce. In this study, a multisite randomized controlled trial was designed to assess the effect of an online peer support intervention based on acceptance and commitment therapy using mental health and school indicators. Undergraduate students were recruited in three Canadian universities and randomly assigned to an intervention (n = 54) or a wait-list control group (n = 53). Compared to control participants, those who took part in the program self-reported reduced psychological inflexibility, stress, anxiety and depression, and increased psychological flexibility and well-being. The intervention had no effect on academic satisfaction and engagement. These results were found both in completer and intent-to-treat samples. The findings provide evidence that peer support may be a beneficial adjunct to mental health interventions offered to college and university students.

Cette étude propose que le biais de mémoire vers les souvenirs d’échecs chez des préadolescents contribue au développement d’un biais négatif d’auto-évaluation et à l’anxiété d’évaluation, qui médiatisent la relation entre le biais de mémoire et les symptômes dépressifs chez des adolescents. 826 élèves (423 filles) entre 10 et 15 ans, ont répondu à des questionnaires autorapportés en trois temps de mesure sur quatre ans. Testés avec l’analyse de médiation (Mplus), les résultats du modèle testé suggèrent que l’effet du biais de mémoire vers les souvenirs d’échecs sur le développement des symptômes dépressifs, est partiellement indirect et médiatisé par le biais d’auto-évaluation négatif et l’anxiété d’évaluation. Sachant le rôle des biais vers des souvenirs d’échecs, de l’anxiété d’évaluation et du biais négatif d’auto-évaluation dans la présence de symptômes dépressifs, ces aspects pourraient être pris considération dans les interventions faites avec des jeunes présentant de tels symptômes.

For many students, the transition from elementary to secondary school is a time of concern and hope for their functioning in their future environment. Because of the uncertainties about the demands of the future environment, it also coincides with the emergence of impostorism for some. This study examined 578 students (306 girls) who responded to questionnaires in Grade 6 and Secondary 1 to determine the relationship between their feelings of impostorism and their expectations of secondary school. It also examined whether the feeling of impostorism in grade 6 contributed to their adjustment to secondary school. The results show a positive relationship between impostorism and negative expectations (r=0.39), but no relationship with positive expectations. Students' impostorism is significantly related to indicators of their motivational, emotional and cognitive adjustment.

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.

The nature of the links between students' motivation and their perception of parental concern about school performance is still controversial, and whether these links affect long-term self-directed learning behaviors and academic performance remains unclear. We tested the reciprocal associations between parental concern about performance and students' school motivation over a 3-year period and examined whether these associations predict later self-directed learning behaviors and academic performance. From grade 6 to secondary 2, 744 students (52.2 % girls) completed an annual survey measuring their perception of parental concern about performance and their school motivation. In secondary 3 they reported their academic performance, while teachers rated their self-directed learning behaviors. Results show reciprocal associations of parental concern about performance and school motivation over the 3-year period, and this transactional model predicts students' self-directed learning behaviors and performance 1 year later. The discussion highlights the important role of parents in promoting the motivation needed for students to become self-directed learners.

Some students perceive themselves as performing less well or better in school than they actually do. In these cases, we talk about a bias in the self-evaluation of their academic competence. Several studies have shown that bias in self-evaluation of school competence is linked to student adaptation and academic success. However, little attention has been paid to the processes that explain these relationships. The purpose of this study is to examine whether students’ motivation and understanding of teacher expectations mediate the links between the self-evaluation of competence bias, selfregulation, and future performance in French language arts. The participants were 501 students aged 8–9 years (278 girls) who met three times (at the middle and at the end of the third year, and in the middle of the fourth year of elementary school). A structural equation modelling with latent and manifest variables revealed that while student understanding of teacher expectations and motivation both mediate the link between self-evaluation of competence bias and self-regulation, only student understanding of teacher expectations mediates the link between students’ bias and performance. Keywords: self-regulation learning, motivation, self-evaluation of school competence, school achievement, understanding teacher expectations

Certains élèves se perçoivent comme étant moins bons ou meilleurs qu’ils ne le sont effectivement à l’école. On parle dans ce cas d’un biais dans l’auto-évaluation de leur compétence scolaire. Plusieurs études ont montré qu’un biais d’auto-évaluation de compétence scolaire est lié à l’adaptation et à la réussite scolaire des élèves. Cependant, peu ont examiné les processus expliquant ces liens. L’objectif de cette étude est d’examiner si la motivation et la compréhension des attentes de l’enseignant par l’élève médiatisent les liens entre ce biais, l’autorégulation et la performance future des élèves en français. Des élèves (N = 501, 278 filles) âgés de 8-9 ans ont participé à 3 rencontres avec passation d’épreuve (en milieu et en fin de 3e année, et en milieu de 4e année du cycle élémentaire). Un modèle d’équations structurelles à variables latentes et manifestes a permis de révéler que si la compréhension des attentes de l’enseignant et la motivation médiatisent le lien entre le biais d’auto-évaluation et l’autorégulation, seule la compréhension des attentes de l’enseignant par l’élève médiatise le lien entre le biais et la performance de l’élève. Mots-clés : autorégulation des apprentissages, motivation, auto-évaluation de compétence, performance scolaire, compréhension des attentes de l’enseignant

Overestimation and underestimation of students’ own competence result from social comparison in the classroom. There is some evidence that secondary school students compare their results with those of one or two same-sex others who perform slightly better than themselves. The first objective of this study was to replicate these findings among younger students (9–11 years old) in mathematics and language arts (French). The second objective was to consider the identification with the target as a moderator factor, because findings have been divergent regarding the positive or negative influence of social comparison on students’ academic self-evaluation. We expected firstly that absolute upward comparison to be beneficial for students’ self-evaluation bias of competence provided they identified with their upward target. Secondly, we expected their perception of their target’s competence (relative comparison) to contribute to students’ self-evaluation bias of competence and to be negatively related to it. The results indicated a tendency to compare upward and revealed that absolute upward comparison was positively related to the students’ self-evaluation bias of competence in mathematics and French. This relationship was stronger when the students identified with their upward target. In contrast, relative comparison was negatively related to their self-evaluation bias of competence in mathematics and French. To sum up, these results reveal the need to consider identification with the comparison target when studying the relationship between social comparison and academic self-evaluation and to consider relative and absolute comparison simultaneously in order to bring out the full contribution of social comparison in the classroom.

Little is known about how implicit theories of intelligence and perceived competence are related. This study examines whether concern over mistakes mediates this relationship. A total of 508 students (255 girls) in grade 4 or 5 completed self-reported surveys for four consecutive years. Each year, the results of the mediation analysis indicate that students who perceive their intelligence as more malleable have a stronger sense of competence (r = .25 to .32, p < .001), while the more concerned they are over mistakes, the lower their perceived competence (r = -.18 to -.26, p < .001). At each time of measurement, the concern over mistakes weakens the relationship between the conception of intelligence and perceived competence, which remains significant and moderate, but the role of concern over mistakes tends to fade over time. Keywords: intelligence theory, mistake preoccupation, perception of competence, mediation analysis, elementary and high school education La relation entre la théorie implicite de l'intelligence et la perception de compétence reste peu connue. Cette étude examine le rôle potentiellement médiateur de la préoccupation envers l'erreur dans cette relation. Les 508 élèves participants (255 filles) de 4e année ou 5e année du primaire au début de l'étude ont répondu aux questionnaires pendant quatre ans consécutifs. Les résultats des analyses de médiation faites tous les ans indiquent que plus les élèves ont une conception dynamique de l’intelligence, plus leur perception de compétence est élevée (r = .25 à .32, p < .001) alors que plus ils sont préoccupés par l’erreur, moins leur perception de compétence est élevée (r = -.18 à -.26, p < .001). À chaque temps de mesure, la préoccupation envers l'erreur diminue significativement le lien entre la conception de l'intelligence et la perception de compétence, mais ce dernier reste significatif et modéré. Mots-clés : théorie de l'intelligence, préoccupation envers l’erreur, perception de compétence, analyse de médiation, enseignement primaire et secondaire

Data from a large study (PISA, 2015) involving more than 132,000 children and 22,000 of their teachers, in 16 nations, were used to investigate how teachers convey self-efficacy to students when they teach and whether this is culturally grounded. Using a multilevel data analysis framework, we aimed to: (1) test a path linking teacher and student self-efficacy; (2) examine teaching practices as mediators of the links between teachers and student self-efficacy; (3) evaluate the moderating roles of cultural values on those links. Results indicated that teacher and student self-efficacy were linked indirectly through the use of teaching practices, more strongly through inquiry-based practices. We found cross-cultural differences on the associations between student-perceived teaching practices and student self-efficacy that were moderated by two country-level cultural values: individualism and uncertainty avoidance. This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations.

The goal of this longitudinal study was to explore the familial and personal characteristics that are potentially shared by two related phenomena observed in students: negative bias in self-evaluation of academic competence and impostorism. Specifically, this study aimed to examine whether the same set of characteristics (parental overprotection, conditional parental support, test anxiety, concern over mistakes and self-esteem) could be combined to predict both phenomena in high school students. To do so, these characteristics were first measured in 648 7(th) and 8(th) graders. In the three following years, students? negative bias and impostorism were assessed. A latent profile analysis revealed a two-class model of characteristics. One group presented a ?negative? pattern characterized by high parental overprotection, conditional parental support, test anxiety and concern over mistakes, and low self-esteem. Another group presented a ?positive? pattern: students? scores on all familial and personal variables were more favorable. As hypothesized, membership in the ?negative? profile predicted negative bias and impostorism at T2, T3, and T4. This highlights the principle of multifinality and suggests that the two phenomena might be distinct aspects of a single broader issue such as a tendency toward a biased interpretation of information about one?s own competence, or self-protection.