ACADEMIC SELF‐PERCEPTION AND ITS RELATIONSHIP TO ACADEMIC PERFORMANCE
Abstract
One hundred and fifty‐five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self‐perception. One year later they were tested again. Initial academic scores accounted for a large proportion of the variance in later academic scores. The children’s self‐perceptions of academic competence accounted for significant variance in academic performance one year later. However, neither the academic self‐perceptions at the beginning of the study nor changes in self‐perceptions over time predicted changes in academic performance. Self‐percep‐ ion of academic competence cannot play a simple, causal role in academic achieve‐ ment.
Key words: self‐perception, competence, achievement
Cent cinquante‐cinq élèves (âge moyen : dix ans, sept mois) ont été examinés au niveau des compétences alphabétiques et mathématiques, ainsi que la perception de soi scolaire. Les résultats initiaux des examens scolaires expliquaient la plupart de la variance liée aux résultats des seconds examens. Les mesures de la perception de soi expliquaient aussi une part significative de cette variance. Cependant, ni la percep‐ tion de soi initiale, ni les changements de perception de soi ne semblent indiquer les changements de performance scolaire. Nous constatons que la perception de soi scolaire ne peut jouer un rôle causal simple dans la performance scolaire.
Mots clés: perception de soi, compétence, performance
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