Bibliographic Details
| Title: |
Social utility, social desirability and scholastic judgments: Toward a personological model of academic evaluation. |
| Authors: |
Dompnier, Benoît, Pansu, Pascal, Bressoux, Pascal |
| Source: |
European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada). Sep2007, Vol. 22 Issue 3, p333-350. 18p. |
| Subjects: |
Judgment (Psychology), Academic achievement, Teachers, School children, Mathematical models, Teacher-student relationships |
| Abstract (English): |
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 nonhierachieal models. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
L 'objectif de cet article est de prolonger les recherches menées sur les déterminants du jugement scolaire. Sur la base d'une étude antérieure (Dompnier, Pansu, & Bressoux, 2006), nous proposons un modèle des processus qui sous-tendent le jugement scolaire. Outre la prise en compte de plusieurs déterminants du jugement scolaire, le modèle proposé dans cet article accorde à l'utilité sociale des élèves perçue par les enseignants, le statut de médiateur central entre le jugement scolaire et ses déterminants (performances scolaires effectives des élèves, leur histoire scolaire, le niveau moyen de la classe et l'internalité perçue par les enseignants,). Le modèle proposé a été testé et amélioré sur un premier échantillon de 250 élèves de CE2 et de leurs enseignants. Le modèle modifié a ensuite été validé sur un second échantillon de 249 élèves de CE2 et de leurs enseignants. Les résultats obtenus indiquent, d'une part, que le modèle modifié rend compte de façon acceptable des données et, d'autre part, qu'il s 'avère plus parcimonieux que d'autres modèles alternatifs non hiérarchiques. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
