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 |
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