Relationship between students’ self-evaluation bias of competence in grammatical spelling and performance
The aim of this study was to examine among first-year high school students (n = 295) the link between their self-evaluation bias of competence in grammar spelling and their performance, taking into account their gender. We administered a dictation allowing us to get a measure of performance, a questionnaire of self-perceived competence and the Otis-Lennon School Ability Test that served to get a standardized measure of school ability. The residual score of the regression of perceived competence on school ability corresponds to the self-evaluation bias. The results show that students’ self-evaluation bias together with gender accounted for 18 % (variable accord) and 7,8 % (variable infinitif) of the variance in performance at the dictation. This reinforces the idea that learning grammatical spelling not only involves the cognitive system but rather the interdependency between the latter and the motivational and affective systems of the learner.