Résumés
Résumé
Cette étude a deux objectifs : 1) examiner le jugement porté par les enseignants sur le caractère utile ou nuisible des biais d’autoévaluation de compétence de leurs élèves et 2) vérifier si ce jugement était lié à la qualité de la relation rapportée par eux et leurs élèves. 49 enseignants de 6e année du primaire et leurs 277 élèves (128 filles) ont répondu à un questionnaire en classe. Les résultats indiquent qu’une majorité d’enseignants considère préférable qu’un élève surévalue ses capacités plutôt que l’inverse. Ils montrent aussi que les élèves sous-évaluant leurs capacités rapportent une relation plus chaleureuse avec leur enseignant lorsque celui-ci croit qu’une telle sous-évaluation est positive. La qualité de la relation rapportée par les enseignants de ces mêmes élèves est aussi meilleure que celle qu’ils disent entretenir avec les autres élèves. Ces résultats suggèrent l’importance de poursuivre l’examen des croyances des enseignants sur les biais d’autoévaluation de compétence des élèves.
Mots-clés :
- jugement des enseignants,
- croyances,
- biais positif d’autoévaluation de compétence,
- biais négatif d’autoévaluation de compétence,
- qualité relationnelle
Abstract
The objective of this study was two-fold : 1) examine the judgment of teachers on the usefulness or harmfulness of students’ overvaluation and undervaluation of competence and 2) whether this judgment was related to the quality of the relationship reported by the teachers and their students. 49 teachers and their 277 sixth graders (128 girls) completed a questionnaire in class. The results show that a majority of teachers consider that overestimation of competence is better than the opposite. They also show what students underestimating their academic competence reported having a warmer relationship with their teacher when the latter believes that such undervaluation is adaptive. The quality of the relationship reported by the teachers of these same students was also better than what they reported having with the other students. These results suggest the importance of further examination of teachers’ beliefs about students’ bias in their self-evaluation of competence.
Keywords:
- teachers’ judgment,
- beliefs,
- positive self-evaluation bias of competence,
- negative self-evaluation bias of competence,
- teacher/student relationship
Resumen
Este estudio tiene dos objetivos : 1) examinar el juicio que tienen los profesores sobre el carácter útil o perjudicial de los sesgos de la autoevaluación de la competencia de sus alumnos ; 2) verificar si este juicio está relacionado con la calidad de la relación descrita por ellos y sus alumnos. 49 profesores de 6º año de primaria y sus 277 alumnos (128 niñas) respondieron a un cuestionario desarrollado en clase. Los resultados indican que una mayoría de profesores considera preferible que un alumno sobrestime sus capacidades a la situación inversa. Nuestros resultados también muestran que los alumnos que subestiman sus capacidades describen una relación más cálida con su profesor cuando éste cree que tal subestimación es positiva. La calidad de la relación descrita por los profesores de estos mismos alumnos también es mejor que la que describen con los otros alumnos. Estos resultados sugieren la importancia de continuar el examen de las creencias de los profesores sobre los sesgos de la autoevaluación de la competencia de sus alumnos.
Palabras clave:
- Juicio de los profesores,
- creencias,
- sesgo positivo de la autoevaluación de la competencia,
- sesgo negativo de la autoevaluación de la competencia,
- calidad relacional
Parties annexes
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