Are Students Who Make an Effort Perceived as Successful or Just Liked by Their Teachers?
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| Title: | Are Students Who Make an Effort Perceived as Successful or Just Liked by Their Teachers? |
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| Language: | English |
| Authors: | Saidah, Berenice (ORCID |
| Source: | Social Psychology of Education: An International Journal. Apr 2019 22(2):405-419. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Student Relationship, Teacher Attitudes, Personality Traits, Academic Achievement, Middle School Teachers, Social Desirability, Competence, Social Values, Beliefs, Student Motivation |
| DOI: | 10.1007/s11218-019-09481-x |
| ISSN: | 1381-2890 |
| Abstract: | The aim of the present paper was to analyze the social value of effort versus competence in the field of education. In Study 1, participants (N = 116) were asked to indicate the importance of effort- and competence-related personality traits in achieving academic success. We also examined their meritocratic beliefs. In Study 2, middle school teachers (N = 87) were asked to judge the academic success (social utility) and perceived likeability (social desirability) of students described as high versus low on effort and competence. Results showed that participants judged effort as being more important for academic success than competence, especially concerning participants showing high levels of meritocratic beliefs (Study 1). Despite this normative value of effort, effort was judged less predictive of academic success than competence, suggesting a low social value of effort with regard to social utility. A reversed pattern was observed for social desirability. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1213556 |
| Database: | ERIC |
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