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An Integrative Model of Scholastic Judgments: Pupils' Characteristics, Class Context, Halo Effect and Internal Attributions

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Title: An Integrative Model of Scholastic Judgments: Pupils' Characteristics, Class Context, Halo Effect and Internal Attributions
Language: English
Authors: Dompnier, Benoit, Pansu, Pascal, Bressoux, Pascal
Source: European Journal of Psychology of Education. 2006 21(2):119-133.
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: 15
Publication Date: 2006
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Student Characteristics, Intellectual Disciplines, Context Effect, Models, Academic Achievement, Social Values, Grade 3, Grade Repetition, Teacher Attitudes, Path Analysis, Attribution Theory, Goodness of Fit, Questionnaires, Testing, Foreign Countries
Geographic Terms: France
ISSN: 0256-2928
Abstract: This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption that a teacher's judgment in a particular discipline is influenced by different variables: the pupil's actual performance in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in the discipline (class context effect), the pupil's individual characteristics such as whether he/she has ever repeated a grade and the teacher's perception of the pupils' causal explanations. Furthermore, the model proposes that a teacher's perceptions are related to the pupil's spontaneous expression of causality, which in turn is influenced by the pupil's knowledge of the social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could be significantly improved by additional paths. (Contains 3 tables, 4 figures, and 3 notes.)
Abstractor: Author
Number of References: 41
Entry Date: 2008
Access URL: https://www.ispa.pt/ISPA/vEN/Public
Accession Number: EJ781884
Database: ERIC
FullText Links:
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  Data: An Integrative Model of Scholastic Judgments: Pupils' Characteristics, Class Context, Halo Effect and Internal Attributions
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  Data: <searchLink fieldCode="AR" term="%22Dompnier%2C+Benoit%22">Dompnier, Benoit</searchLink><br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Bressoux%2C+Pascal%22">Bressoux, Pascal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2006 21(2):119-133.
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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: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption that a teacher's judgment in a particular discipline is influenced by different variables: the pupil's actual performance in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in the discipline (class context effect), the pupil's individual characteristics such as whether he/she has ever repeated a grade and the teacher's perception of the pupils' causal explanations. Furthermore, the model proposes that a teacher's perceptions are related to the pupil's spontaneous expression of causality, which in turn is influenced by the pupil's knowledge of the social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could be significantly improved by additional paths. (Contains 3 tables, 4 figures, and 3 notes.)
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  Data: EJ781884
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 119
    Subjects:
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Intellectual Disciplines
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Social Values
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade Repetition
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Path Analysis
        Type: general
      – SubjectFull: Attribution Theory
        Type: general
      – SubjectFull: Goodness of Fit
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      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: France
        Type: general
    Titles:
      – TitleFull: An Integrative Model of Scholastic Judgments: Pupils' Characteristics, Class Context, Halo Effect and Internal Attributions
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            NameFull: Dompnier, Benoit
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            NameFull: Pansu, Pascal
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            NameFull: Bressoux, Pascal
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              Y: 2006
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            – TitleFull: European Journal of Psychology of Education
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