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Social Utility, Social Desirability and Scholastic Judgments: Toward a Personological Model of Academic Evaluation

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Title: Social Utility, Social Desirability and Scholastic Judgments: Toward a Personological Model of Academic Evaluation
Language: English
Authors: Dompnier, Benoit, Pansu, Pascal, Bressoux, Pascal
Source: European Journal of Psychology of Education. 2007 22(3):333-350.
Availability: Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Peer Reviewed: Y
Page Count: 18
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Education Level: Grade 3
Descriptors: Social Desirability, Grade 3, Academic Achievement, Students, Foreign Countries, Scores, French, Personality Traits, Achievement Tests, Teacher Attitudes
Geographic Terms: France
ISSN: 0256-2928
Abstract: The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers' judgments. In addition to taking into account some of these determinants, the proposed model grants to pupils' social utility, as perceived by their teacher, the status of central mediator between scholastic judgments and their determinants (pupils' actual academic achievement, pupils' scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models. (Contains 3 figures, 3 tables, and 6 notes.)
Abstractor: Author
Number of References: 69
Entry Date: 2007
Access URL: https://www.ispa.pt/ISPA/vEN/Public
Accession Number: EJ781348
Database: ERIC
FullText Links:
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  Data: Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
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  Data: The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers' judgments. In addition to taking into account some of these determinants, the proposed model grants to pupils' social utility, as perceived by their teacher, the status of central mediator between scholastic judgments and their determinants (pupils' actual academic achievement, pupils' scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models. (Contains 3 figures, 3 tables, and 6 notes.)
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      – SubjectFull: Social Desirability
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      – SubjectFull: Academic Achievement
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