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Article Dans Une Revue European Journal of Psychology of Education Année : 2016

Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect

Résumé

This article aims to study the relationship between teachers’ judgment and pupils’ self-perceptions controlling for the big-fish-little-pond effect (BFLPE). Three studies were conducted among third-grade pupils. Study 1 (n = 585) focused on pupils’ perceptions of their scholastic competence. Teachers’ judgment and BFLPE were found to have an independent relation with pupils’ self-perceived scholastic competence. Study 2 (n = 660) replicated the same results of study 1. Study 3 (n = 683) extended the analysis to other domains of self-perception identified by Harter (Child development, 53, 87–97, 1982). The results showed that the relation with the BFLPE was significant only for pupils’ self-perceived scholastic competence. They also showed that the teachers’ judgment was related to two other domains of self-perception (behavioral conduct and peer acceptance) but was not directly related to pupils’ global self-worth.
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Dates et versions

halshs-01877180 , version 1 (19-09-2018)

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Pascal Bressoux, Pascal Pansu. Pupils’ self-perceptions: the role of teachers’ judgment controlling for big-fish-little-pond effect. European Journal of Psychology of Education, 2016, 31 (3), pp.341 - 357. ⟨10.1007/s10212-015-0264-7⟩. ⟨halshs-01877180⟩

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