Référence bibliographique 
Grenon, Élisa, Bouffard, Thérèse et Vezeau, Carole. 2019. «Familial and Personal Characteristics Profiles Predict Bias in Academic Competence and Impostorism Self-Evaluations ». Self and Identity, vol. 19, no 7, p. 784-803.
«[T]he goal of this study was to examine if [bias in self-evaluation of academic competence and impostorism] could be predicted by the same pattern of familial and personal characteristics in students (i.e. high parental overprotection, high conditional parental support, high test anxiety, high concern over mistakes, and low self-esteem).» (p. 789)
Authors «postulated that students belonging to the profile characterized by high parental overprotection, conditional parental support, test anxiety and concern over mistakes, and low self-esteem at T1 would show a more negative bias in their self-evaluation of academic competence and a higher impostorism than students belonging to the other hypothesized profile.» (p. 790)
«Data for this study come from a broader nine-year longitudinal project (2005-2013) designed to investigate the evolution of various affective, cognitive and motivational variables among students from ages 9-10 to 17-18. The current study covers four consecutive years (2008-2011) of this project. […] In the first year of this study, the sample comprised 648 students (318 boys) in grade 7 (12-13 years old) and 8 (13-14 years old). These students were recruited from 26 different high schools, including 18 public schools, 7 private colleges and one school for students with learning disabilities. In the last year of the study, 529 students (240 boys) remained. This corresponds to an average annual rate of attrition of 4.4%.» (p. 790) La région de provenance des participants n’est pas mentionnée, mais l’étude a été conduite par une équipe de Montréal.
Type de traitement des données :
«Results of Pearson correlation analysis indicated that the familial and personal variables were all significantly interrelated. This underscores the relevance of examining these variables […] jointly for identifying future bias in self-evaluation and impostorism in students. Results also indicated that the familial and personal variables were all significantly associated with bias in self-evaluation and impostorism at all three times of measurement. These relations went in the expected direction, and their strength was constant across time. Specifically, bias in selfevaluation was always negatively related to parental overprotection, conditional parental support, test anxiety and concern over mistakes, and positively related to self-esteem. Impostorism was also always positively related to parental overprotection, conditional parental support, test anxiety and concern over mistakes, and negatively related to self-esteem. Finally, results showed that bias in self-evaluation and impostorism were significantly interrelated at all times of measurement. The relatively weak correlations between the two phenomena however suggest that, although they are related, they remain distinct constructs. This finding is consistent with results obtained in past studies […].» (p. 794-796)