Carole Vezeau
Biographic Data
| ID | 2746014 |
|---|---|
| NAME | Carole Vezeau |
| GIVEN NAMES | Carole |
| FAMILY NAME | Vezeau |
| SIGNATURE | VEZEAU C |
| AFFILIATIONS | Université du Québec à Montréal |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning
To feel unconditional love and acceptance from parents is a need which fundamental character is widely recognized. This article presents the results of a longitudinal study which first objective is to identify trajectories of change in perceived parental support conditional on academic success over a 5-year period. The second objective examines whether students’ gender, mental ability, and parental education predict membership in the trajectories…
Does parental concern about their child performance matter? Transactional links with the student's motivation and development of self-directed learning behaviors
Familial and personal characteristics profiles predict bias in academic competence and impostorism self-evaluations
The goal of this longitudinal study was to explore the familial and personal characteristics that are potentially shared by two related phenomena observed in students: negative bias in self-evaluation of academic competence and impostorism. Specifically, this study aimed to examine whether the same set of characteristics (parental overprotection, conditional parental support, test anxiety, concern over mistakes and self-esteem) could be combined …
Étude longitudinale du rôle du soutien conditionnel parental dans l’anxiété d’évaluation de l’élève
L’anxiété d’évaluation est en contexte scolaire une émotion perturbante en ce qu’elle détourne l’attention de l’élève de la tâche au profit de ruminations sur soi. Le but de cette étude est d’examiner le rôle de la perception par les élèves d’un soutien conditionnel de leurs parents dans le développement de l’anxiété d’évaluation. L’hypothèse à tester est que la perception de compétence faible et le perfectionnisme négatif que le soutien conditio…
The mediating effect of self-evaluation bias of competence on the relationship between parental emotional support and children's academic functioning
BackgroundIt is well established that children's self-evaluation bias of competence is related to the quality of parent-child emotional relationship. Such biases are linked to children's academic functioning and achievement. Links have also been established between the quality of parent-child emotional relationship and children's academic functioning. No study has yet explored how the effects of children's emotional relationship with their parent…
Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren
Background: Children's perceived competence and intrinsic motivation are assumed to be very high at the outset of schooling. However, how they change and how they relate to each other and to academic achievement across early schooling years remain open to question.Aims: This 3-year longitudinal study was aimed at examining the following questions. Do children's perceived competence and intrinsic motivation about reading and mathematics change acr…
A developmental study of the relation between combined learning and performance goals and students' self-regulated learning
Background. Current goal theory models assume that learning goals are adaptive in academic contexts and that performance goals lead to less positive patterns of motivation and self-regulation. These models also implicitly assume that the adaptive nature of these goals is the same at all academic levels.Aims. The objectives of this study were to examine how combined learning and performance goals are related to self-regulation and academic perform…
The relation between accuracy of self-perception and cognitive development
Background. It is now widely recognised that student's self-perceptions of competence have an effect on their behaviours and learning. Previous studies have shown that children only gradually develop the ability to evaluate accurately their own competence. One possible explanation for this is that younger children have not reached a level of cognitive development required to perform such evaluations.Aims. The objective of these two studies was to…
The impact of goal orientation on self-regulation and performance among college students
The first objective of this study was to examine whether a relationship exists between types of goal orientation, self-regulatory processes and school performance and the second was to examine how students' self-regulation and academic performance differ according to their profiles resulting from combining learning and performance goals orientation. A total of 702 college students (463 females and 239 males) was administered a questionnaire asses…
The impact of goal orientation on self-regulation and performance among college students
The first objective of this study was to examine whether a relationship exists between types of goal orientation, self-regulatory processes and school performance and the second was to examine how students' self-regulation and academic performance differ according to their profiles resulting from combining learning and performance goals orientation. A total of 702 college students (463 females and 239 males) was administered a questionnaire asses…
Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren
Background: Children's perceived competence and intrinsic motivation are assumed to be very high at the outset of schooling. However, how they change and how they relate to each other and to academic achievement across early schooling years remain open to question.Aims: This 3-year longitudinal study was aimed at examining the following questions. Do children's perceived competence and intrinsic motivation about reading and mathematics change acr…
A developmental study of the relation between combined learning and performance goals and students' self-regulated learning
Background. Current goal theory models assume that learning goals are adaptive in academic contexts and that performance goals lead to less positive patterns of motivation and self-regulation. These models also implicitly assume that the adaptive nature of these goals is the same at all academic levels.Aims. The objectives of this study were to examine how combined learning and performance goals are related to self-regulation and academic perform…
The relation between accuracy of self-perception and cognitive development
Background. It is now widely recognised that student's self-perceptions of competence have an effect on their behaviours and learning. Previous studies have shown that children only gradually develop the ability to evaluate accurately their own competence. One possible explanation for this is that younger children have not reached a level of cognitive development required to perform such evaluations.Aims. The objective of these two studies was to…
The mediating effect of self-evaluation bias of competence on the relationship between parental emotional support and children's academic functioning
BackgroundIt is well established that children's self-evaluation bias of competence is related to the quality of parent-child emotional relationship. Such biases are linked to children's academic functioning and achievement. Links have also been established between the quality of parent-child emotional relationship and children's academic functioning. No study has yet explored how the effects of children's emotional relationship with their parent…
The impact of goal orientation on self-regulation and performance among college students
The first objective of this study was to examine whether a relationship exists between types of goal orientation, self-regulatory processes and school performance and the second was to examine how students' self-regulation and academic performance differ according to their profiles resulting from combining learning and performance goals orientation. A total of 702 college students (463 females and 239 males) was administered a questionnaire asses…
A developmental study of the relation between combined learning and performance goals and students' self-regulated learning
Background. Current goal theory models assume that learning goals are adaptive in academic contexts and that performance goals lead to less positive patterns of motivation and self-regulation. These models also implicitly assume that the adaptive nature of these goals is the same at all academic levels.Aims. The objectives of this study were to examine how combined learning and performance goals are related to self-regulation and academic perform…
The relation between accuracy of self-perception and cognitive development
Background. It is now widely recognised that student's self-perceptions of competence have an effect on their behaviours and learning. Previous studies have shown that children only gradually develop the ability to evaluate accurately their own competence. One possible explanation for this is that younger children have not reached a level of cognitive development required to perform such evaluations.Aims. The objective of these two studies was to…
Changes in self-perceptions of competence and intrinsic motivation among elementary schoolchildren
Background: Children's perceived competence and intrinsic motivation are assumed to be very high at the outset of schooling. However, how they change and how they relate to each other and to academic achievement across early schooling years remain open to question.Aims: This 3-year longitudinal study was aimed at examining the following questions. Do children's perceived competence and intrinsic motivation about reading and mathematics change acr…
The mediating effect of self-evaluation bias of competence on the relationship between parental emotional support and children's academic functioning
BackgroundIt is well established that children's self-evaluation bias of competence is related to the quality of parent-child emotional relationship. Such biases are linked to children's academic functioning and achievement. Links have also been established between the quality of parent-child emotional relationship and children's academic functioning. No study has yet explored how the effects of children's emotional relationship with their parent…
Étude longitudinale du rôle du soutien conditionnel parental dans l’anxiété d’évaluation de l’élève
L’anxiété d’évaluation est en contexte scolaire une émotion perturbante en ce qu’elle détourne l’attention de l’élève de la tâche au profit de ruminations sur soi. Le but de cette étude est d’examiner le rôle de la perception par les élèves d’un soutien conditionnel de leurs parents dans le développement de l’anxiété d’évaluation. L’hypothèse à tester est que la perception de compétence faible et le perfectionnisme négatif que le soutien conditio…
Familial and personal characteristics profiles predict bias in academic competence and impostorism self-evaluations
The goal of this longitudinal study was to explore the familial and personal characteristics that are potentially shared by two related phenomena observed in students: negative bias in self-evaluation of academic competence and impostorism. Specifically, this study aimed to examine whether the same set of characteristics (parental overprotection, conditional parental support, test anxiety, concern over mistakes and self-esteem) could be combined …
Does parental concern about their child performance matter? Transactional links with the student's motivation and development of self-directed learning behaviors
Developmental trajectories of conditional parental regard and long-term association with students’ academic functioning
To feel unconditional love and acceptance from parents is a need which fundamental character is widely recognized. This article presents the results of a longitudinal study which first objective is to identify trajectories of change in perceived parental support conditional on academic success over a 5-year period. The second objective examines whether students’ gender, mental ability, and parental education predict membership in the trajectories…
Psychology (9 works) · Developmental psychology (8 works) · Academic achievement (6 works) · Social Psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (4 works) · Education, Achievement, and Giftedness (4 works) · Motivation and Self-Concept in Sports (4 works) · Parental Involvement in Education (4 works) · Perception (4 works) · Anxiety (2 works)