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Internality-Norm Theory in Educational Contexts

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Title: Internality-Norm Theory in Educational Contexts
Language: English
Authors: Pansu, Pascal, Dubois, Nicole, Dompnier, Benoit
Source: European Journal of Psychology of Education. Dec 2008 23(4):385-397.
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
Peer Reviewed: Y
Page Count: 13
Publication Date: 2008
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Behavior Standards, Social Behavior, Locus of Control, Personality Theories, Social Values, Educational Environment, Teacher Student Relationship, Value Judgment, Attribution Theory, Elementary School Students, Elementary School Teachers, Secondary School Students, Secondary School Teachers, College Students, Educational Research, Behavioral Science Research, Foreign Countries
Geographic Terms: France, Italy, Lithuania
ISSN: 0256-2928
Abstract: The aim of this paper is to provide an overview of the socionormative approach of internality in the field of education, and more specifically regarding scholastic judgment. It describes the theoretical development and the main procedures used by researchers to show that internal causal explanations have more value than external ones because they are normative and convey social value. We present results that show that the preference for internal explanations is learned in school. We also demonstrate that internal explanations are often chosen for self-presentation purposes and have some bearing in evaluative practices (here, scholastic judgment). We also present results which show that certain internal explanations of school events, regardless of their valence (success or failure), enhance the social worth of the pupil producing them. This applies to effort-based explanations which are more highly valued than others (e.g., in terms of personological traits such as aptitudes or abilities). Such results lead us to discuss the role played by internal explanations in the evaluation practices. We underline the relevant aspect of the socionormative theory of internality by comparison to another sociocognitive approach namely Weiner's attributional theory of motivation. (Contains 1 note.)
Abstractor: As Provided
Number of References: 65
Entry Date: 2009
Access URL: https://www.ispa.pt/ejpe/vol_xxiii_0408_385397.asp
Accession Number: EJ829073
Database: ERIC
FullText Links:
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  Data: Internality-Norm Theory in Educational Contexts
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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>. Dec 2008 23(4):385-397.
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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
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  Data: The aim of this paper is to provide an overview of the socionormative approach of internality in the field of education, and more specifically regarding scholastic judgment. It describes the theoretical development and the main procedures used by researchers to show that internal causal explanations have more value than external ones because they are normative and convey social value. We present results that show that the preference for internal explanations is learned in school. We also demonstrate that internal explanations are often chosen for self-presentation purposes and have some bearing in evaluative practices (here, scholastic judgment). We also present results which show that certain internal explanations of school events, regardless of their valence (success or failure), enhance the social worth of the pupil producing them. This applies to effort-based explanations which are more highly valued than others (e.g., in terms of personological traits such as aptitudes or abilities). Such results lead us to discuss the role played by internal explanations in the evaluation practices. We underline the relevant aspect of the socionormative theory of internality by comparison to another sociocognitive approach namely Weiner's attributional theory of motivation. (Contains 1 note.)
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      – Text: English
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        PageCount: 13
        StartPage: 385
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      – SubjectFull: Behavior Standards
        Type: general
      – SubjectFull: Social Behavior
        Type: general
      – SubjectFull: Locus of Control
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      – SubjectFull: Personality Theories
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      – SubjectFull: Social Values
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      – SubjectFull: Educational Environment
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Secondary School Students
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