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

Arielle Bonneville-Roussy, Thérèse Bouffard, Carole Vezeau

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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 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.
Original languageEnglish
Pages (from-to)1-12
JournalJournal of School Psychology
Early online date9 Mar 2017
Publication statusPublished - Aug 2017


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

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