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. |
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| Authors: | Dompnier, Benoît, Pansu, Pascal, Bressoux, Pascal |
| Source: | European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada). Jun2006, Vol. 21 Issue 2, p119-133. 15p. |
| Subjects: | Teachers, Judgment (Psychology), School children, Social values, Path analysis (Statistics) |
| Abstract (English): | 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. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cet article propose un modèle du jugement scolaire dans lequel le jugement de l'enseignant est influencé par différentes variables: la performance effective des élèves dans la discipline concernée (français et mathématiques), leur performance effective dans l'autre discipline (effet de halo), leurs caractéristiques scolaires (redoublant vs. non redoublant), le niveau moyen de la classe dans la discipline (effet de contexte), et la perception de l'enseignant quant aux explications fournies par les élèves à un questionnaire d'internalité scolaire. Ce modèle suppose également que les perceptions de l'enseignant sont reliées aux réponses spontanées des élèves à ce même questionnaire, ces dernières étant elles-mêmes influencées par la connaissance qu'ont les élèves de la valeur sociale des explications causales (clairvoyance normative). Afin de tester la validité du modèle proposé, une étude a été réalisée auprès de 663 élèves issus de 38 classes de CE2 (3rd grade) et de leurs enseignants. Si les analyses de trajet mettent en évidence que le modèle théorique permet de rendre compte des données de manière satisfaisante, la comparaison de ce modèle avec deux modèles alternatifs (un modèle hiérarchique et un modèle non hiérarchique) montrent que le modèle théorique initial peut être significativement amélioré par l'ajout de liens additionnels. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada) is the property of Instituto Superior de Psicologia Aplicada and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 21647371 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An integrative model of scholastic judgments: Pupils' characteristics, class context, halo effect and internal attributions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dompnier%2C+Benoît%22">Dompnier, Benoît</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> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Psychology+of+Education+-+EJPE+%28Instituto+Superior+de+Psicologia+Aplicada%29%22">European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada)</searchLink>. Jun2006, Vol. 21 Issue 2, p119-133. 15p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+values%22">Social values</searchLink><br /><searchLink fieldCode="DE" term="%22Path+analysis+%28Statistics%29%22">Path analysis (Statistics)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab 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. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cet article propose un modèle du jugement scolaire dans lequel le jugement de l'enseignant est influencé par différentes variables: la performance effective des élèves dans la discipline concernée (français et mathématiques), leur performance effective dans l'autre discipline (effet de halo), leurs caractéristiques scolaires (redoublant vs. non redoublant), le niveau moyen de la classe dans la discipline (effet de contexte), et la perception de l'enseignant quant aux explications fournies par les élèves à un questionnaire d'internalité scolaire. Ce modèle suppose également que les perceptions de l'enseignant sont reliées aux réponses spontanées des élèves à ce même questionnaire, ces dernières étant elles-mêmes influencées par la connaissance qu'ont les élèves de la valeur sociale des explications causales (clairvoyance normative). Afin de tester la validité du modèle proposé, une étude a été réalisée auprès de 663 élèves issus de 38 classes de CE2 (3rd grade) et de leurs enseignants. Si les analyses de trajet mettent en évidence que le modèle théorique permet de rendre compte des données de manière satisfaisante, la comparaison de ce modèle avec deux modèles alternatifs (un modèle hiérarchique et un modèle non hiérarchique) montrent que le modèle théorique initial peut être significativement amélioré par l'ajout de liens additionnels. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada) is the property of Instituto Superior de Psicologia Aplicada and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/BF03173572 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 119 Subjects: – SubjectFull: Teachers Type: general – SubjectFull: Judgment (Psychology) Type: general – SubjectFull: School children Type: general – SubjectFull: Social values Type: general – SubjectFull: Path analysis (Statistics) Type: general Titles: – TitleFull: An integrative model of scholastic judgments: Pupils' characteristics, class context, halo effect and internal attributions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dompnier, Benoît – PersonEntity: Name: NameFull: Pansu, Pascal – PersonEntity: Name: NameFull: Bressoux, Pascal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2006 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 02562928 Numbering: – Type: volume Value: 21 – Type: issue Value: 2 Titles: – TitleFull: European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada) Type: main |
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