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The harmful aspect of teacher conditional support on students’ self-perception of school competence

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Abstract

When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety.

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Notes

  1. To numerically evaluate the relative magnitude of the between-student and the between-class variance component, we estimated a multilevel model on SPSS software, then checked with the R software. The variance component corresponding to the random intercept is 0. As this variance component was non-significant, we can assert that the total variation in perception of competence is attributable to difference among students. We therefore used ordinary least square regression.

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Authors and Affiliations

  1. LaRAC (LSE-EA 602), Université Grenoble Alpes, 151 Rue des Universités, 38400, Saint-Martin-d’Hères, France

    Marine Hascoët, Pascal Pansu & Nadia Leroy

  2. Université du Québec à Montréal, 100 Rue Sherbrooke Ouest, Montréal, Canada

    Thèrèse Bouffard

Authors
  1. Marine Hascoët
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  2. Pascal Pansu
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  3. Thèrèse Bouffard
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  4. Nadia Leroy
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Correspondence to Marine Hascoët.

Ethics declarations

This study is a non-interventional research. It is conformed to the principles of the Declaration of Helsinki.

Additional information

Marine Hascoët. Email: marine.hascoet@live.fr

Current Themes of Research

Pupils’ self-perception; social support; social belief

Most relevant publications in the field of Psychology of Education

Pouille, J., & Hascoët, M. (2015). Influence du soutien conditionnel parental perçu sur l’anxiété-trait: rôle du perfectionnisme. Recherches en Education, Hors Série n°7, 162‑172.

Pascal Pansu. Email: Pascal.pansu@univ.-grenoble-alpes.fr

Current themes of research

Teacher judgment: Pupils’ self-perceptions and self-esteem; Evaluative knowledge; Social beliefs; Stigmatisation; School performance; Bias of self-evaluation; Social support.

Most relevant publications in the field of Psychology of Education

Régner, I. Selimbegovic, L., Pansu, P., Monteil, J.-M., & Huguet, P. (2016). Different Sources of Threat on Math Performance for Girls and Boys : The Role of Stereotypic and Idiosyncratic Knowledge. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00637

Bressoux, P, & Pansu, P (2016). Pupils’ self-perceptions: The role of teachers’ judgment controlling for big-fish-little-pond effect. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-015-0264-7.

Boissicat, N., Pansu, P., Bouffard, T. & Cottin, F. (2012). Relation between perceived scholastic competence and social comparison mechanisms among elementary school children. Social Psychology of Education: An International Journal, 15 (4), 603-614.

Pansu, P, Régner, I, Max, S., Cole, P., Nezlek, J.B & Huguet, P. (2016). A Burden for the boys: Evidence of stereotype threat in boys’ reading performance. Journal of Experimental Social Psychology, 65, 26-30. https://doi.org/10.1016/j.jesp.2016.02.008

Thèrèse Bouffard. Email: Bouffard.therese@uqam.ca

Current Themes of Research

Personal, social, and environmental influences in the development of students’ self-evaluation and profile of motivation; bias of self-evaluation; impostor

Most relevant publications in the field of Psychology of Education

Leduc, C., & Bouffard, T. (2017). The impact of biased self-evaluations of scholastic and social competence on academic and social functioning. Learning and Individual Differences

Bédard, K., Bouffard. T. & Pansu, P. (2014). The risks of a negative self-evaluation of social competence at adolescence: The mediating role of social support. Journal of Adolescence, 37, 787-798.

Côté, S., Bouffard, T. & Vezeau, C. (2014). The Mediating Effect of Scholastic Competence Evaluation Bias on the Relationship between Parental Emotional Support and Academic Functioning. British Journal of Educational Psychology, 84, 415-434.

Bouffard, T., Vezeau, C., Roy, M., & Lengelé, A. (2011). Stability of biases of self-evaluation and relations to well-being in elementary school children. International Journal of Educational Research, 50, 221-229.

Nadia Leroy. Email: nadia.leroy@univ-grenoble-alpes.fr

Current Themes of Research

Motivation; Sociocognitive approach; Motivational climate; Educational effectiveness; group-based trajectory

Most relevant publications in the field of Psychology of Education

Leroy, N., Bressoux, P. (2016). Does Amotivation Matter More Than Motivation in Predicting Mathematics Learning Gains? A longitudinal study of Sixth-Grade students in France. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2016.02.001

Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2013). Un modèle sociocognitif des apprentissages scolaires: style motivationnel de l’enseignant, soutien perçu des élèves et processus motivationnels. Revue Française de Pédagogie, 182, 71-92.

Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529-545.

Appendix

Appendix

Items of teacher conditional support scale.

I think my teacher requires that I succeed always better to be proud of me.

I believe I must be perfect at school to satisfy my teacher.

I think my teacher has a better opinion of me if I succeed at school.

I feel that my teacher loves me less when I succeed less well than he/she expected.

My teacher is only helping me when he/she agrees with what I chose to do.

I think my teacher pays less attention to me when I make errors at school.

My teacher accepts me only if I behave as he/she wants.

I think my teacher is in a sulk when I do not succeed at school.

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Hascoët, M., Pansu, P., Bouffard, T. et al. The harmful aspect of teacher conditional support on students’ self-perception of school competence. Eur J Psychol Educ 33, 615–628 (2018). https://doi.org/10.1007/s10212-017-0350-0

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