Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children

Bouffard, Thérèse; Roy, Mathieu; Vezeau, Carole

doi:10.1016/j.ijer.2006.06.003

Cited by 21 publications

(14 citation statements)

References 62 publications

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“…One of the essential concerns aiming educational research is the need to better see how class room settings impact the student education and achievements (Bouffard, Roy, & Vezeau, 2005).…”

mentioning

confidence: 99%

Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

Sultan¹,

Shafi²

2014

JPSY

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The purpose of the present study was to explore the impact of perceived teachers' competence on students' performance moderated by perceived class environment. The sample consisted of 500 students (250 male & 250 female) taken from public and private schools from the rural areas of Dokota Town, Tibba Sultan Pur, and Mailsi. Participants' age range was between 12-14 years old. Teaching Competence Scale (Passi & Lalita, 2009) and Class Environment Scales (Kelly, 2010) were used to measure the perceived teachers' competence and perceived class environment, respectively. For the purpose of the present research, scales were translated into Urdu through back translation method. Results indicated that perceived teachers' competence predicted the students' performance, but did not predict the perceived class environment. Further results indicated that there is no mediation and moderation effect of class environment on the relationship between teachers' competence and students' performance.

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“…One of the essential concerns aiming educational research is the need to better see how class room settings impact the student education and achievements (Bouffard, Roy, & Vezeau, 2005).…”

mentioning

confidence: 99%

Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

Sultan¹,

Shafi²

2014

JPSY

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“…The children's chronological age served to transform their total number of correct responses into indices of School Ability Index (SAI). In a previous research (Bouffard, Roy & Vezeau, 2006), the SAI was found to be very stable over a 5-year period (between-years correlations ranged from .80 to .83) and to strongly relate to end-year marks in language arts and mathematics (r ranged from .74 to .79) during that period. This allows concluding that the Mental Ability Test was relevant to assess children's intellectual resources related to school learning.…”

Section: Instrumentsmentioning

confidence: 70%

The mediating effect of self‐evaluation bias of competence on the relationship between parental emotional support and children's academic functioning

Côté

Bouffard

Vezeau

2014

Brit J of Edu Psychol

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“…Similarly, SPP and mixed SOP and SPP symptoms were linked with increased negative affect [47]. Further, in a sample of 309 children ages 7-12 years, perfectionism was correlated with emotional reactivity regardless of actual achievement [48]. No information was provided on domains of perfectionism in this study.…”

Section: Introductionmentioning

confidence: 84%

“…Further, perfectionism was separated by domain into SOP and SPP to observe their unique effects. Based on previous research linking negative affect to SOP and SPP (e.g., [48]) and SOP and SPP to different internalizing symptoms (e.g., [37]) we hypothesized that: (1) Negative affect would predict for SOP and SPP, and child anxiety, worry, and depression symptoms; (2) SPP would predict for increases in child anxiety, depression, and worry symptoms; (3) SOP would predict for increases in child anxiety and worry symptoms; (4) SPP would mediate the association between negative affect and child anxiety, depression, and worry symptoms; (5) SOP would mediate the association between negative affect and child anxiety and worry symptoms.…”

Section: Introductionmentioning

confidence: 99%

Negative Affect and Child Internalizing Symptoms: The Mediating Role of Perfectionism

Affrunti

Woodruff-Borden

2015

Child Psychiatry Hum Dev

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Separate lines of research have linked the temperament factor negative affect and perfectionism with internalizing disorders. Despite theory, no previous studies have connected these lines of research to examine internalizing pathology. The current study tested a path model to investigate the mediating effect of perfectionism domains on the relation between negative affect and child anxiety, worry, and depression symptoms. Participants were 61 parent-child dyads recruited from the community. Children were 7-13 years old (54.1 % male; 88.2 % Caucasian). Overall the model fit the data well. Analyses indicated that separate domains of perfectionism mediated separate relations between negative affect and child anxiety, worry, and depression symptoms. The findings suggest that domains of perfectionism may be implicated in specific paths between negative affect and child anxiety, depression, and worry. Implications and future directions are discussed.

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Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children

Cited by 21 publications

References 62 publications

Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

Impact of Perceived Teachers' Competence on Students' Performance: Evidence for Mediating/ Moderating Role of Class Environment

The mediating effect of self‐evaluation bias of competence on the relationship between parental emotional support and children's academic functioning

Negative Affect and Child Internalizing Symptoms: The Mediating Role of Perfectionism

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