Trajectories of self-evaluation bias in primary and secondary school: Parental antecedents and academic consequences

TY - JOUR

T1 - Trajectories of self-evaluation bias in primary and secondary school: Parental antecedents and academic consequences

AU - Bonneville-Roussy, Arielle

AU - Bouffard, Thérèse

AU - Vezeau, Carole

PY - 2017/8

Y1 - 2017/8

N2 - Using a longitudinal approach spanning nine years of children’s formal education, this study investigated the developmental trajectories of self-evaluation bias of academic competence. The study also examined how parenting styles were associated with the trajectories of bias in mid-primary school, and how those trajectories predicted academic outcomes at the end of secondary school and the beginning of college. A total of 711 children in 4th and 5th grades (mean age = 10.71 years old; 358 girls) participated in this study. Using a latent class growth modeling framework, results indicated that children can be classified in three latent growth trajectories of self-evaluation bias: the optimistic, realistic and pessimistic trajectories. These trajectories differed in their initial status of bias and also in their development over time. Children’s adherence to a specific trajectory was associated with parenting variables in childhood. Finally, the optimistic, realistic, or pessimistic trajectories distinctively predicted achievement and persistence.© 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. The attached document (embargoed until 09/03/2019) is an author produced version of a paper published in the Journal of School Psychology, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.sciencedirect.com/science/article/pii/S002244051730016X. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

AB - Using a longitudinal approach spanning nine years of children’s formal education, this study investigated the developmental trajectories of self-evaluation bias of academic competence. The study also examined how parenting styles were associated with the trajectories of bias in mid-primary school, and how those trajectories predicted academic outcomes at the end of secondary school and the beginning of college. A total of 711 children in 4th and 5th grades (mean age = 10.71 years old; 358 girls) participated in this study. Using a latent class growth modeling framework, results indicated that children can be classified in three latent growth trajectories of self-evaluation bias: the optimistic, realistic and pessimistic trajectories. These trajectories differed in their initial status of bias and also in their development over time. Children’s adherence to a specific trajectory was associated with parenting variables in childhood. Finally, the optimistic, realistic, or pessimistic trajectories distinctively predicted achievement and persistence.© 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. The attached document (embargoed until 09/03/2019) is an author produced version of a paper published in the Journal of School Psychology, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.sciencedirect.com/science/article/pii/S002244051730016X. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

KW - Academic Self-Perception Bias; Latent Trajectories; Childhood and Adolescence; Parenting Styles; Achievement; Persistence

U2 - 10.1016/j.jsp.2017.02.002

DO - 10.1016/j.jsp.2017.02.002

M3 - Article

SN - 1873-3506

VL - 63

SP - 1

EP - 12

JO - Journal of School Psychology

JF - Journal of School Psychology

ER -