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Internality-norm theory in educational contexts.

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Title: Internality-norm theory in educational contexts.
Authors: Pansu, Pascal, Dubois, Nicole, Dompnier, Benoît
Source: European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada). Dec2008, Vol. 23 Issue 4, p385-397. 13p.
Subjects: Educational psychology, Education, Human behavior, Social sciences, Psychology, Psychology of students
Abstract (English): 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. [ABSTRACT FROM AUTHOR]
Abstract (French): L'article fournit une vue d'ensemble de l'approche socionormative de l'internalité dans le champ éducatif, en particulier en matière de jugement scolaire. Il retrace le développement théorique et les principales procédures utilisées par les chercheurs pour montrer que les explications causales internes ont plus de valeur que d'autres, les externes, parce qu'elles sont normatives et porteuses de valeur sociale. Sont présentés des résultats empiriques qui montrent que la préférence pour l'internalité s'acquière à l'école, que les explications internes sont souvent choisies à des fins d'auto-présentation et qu'elles interviennent dans les pratiques d'évaluation (ici le jugement scolaire). Sont présentés également des résultats qui montrent que si l'émission d'une explication interne des événements scolaires, indépendamment de leur valence (réussites ou échecs), est toujours porteuse de valeur sociale pour l'élève qui l'émet, certaines de ces explications internes, comme celles qui en appellent à l'effort, sont plus valorisées que les autres (e.g., en termes de traits personnologiques comme les aptitudes ou les habiletés). De tels résultats nous conduisent à discuter le rôle joué par les explications internes dans les pratiques évaluatives et à souligner la pertinence de la théorie socionormative de l'internalité en regard d'une autre théorie sociocognitive, la théorie attributionnelle de la motivation de Weiner. [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
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  Data: Internality-norm theory in educational contexts.
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  Data: <searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Dubois%2C+Nicole%22">Dubois, Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22Dompnier%2C+Benoît%22">Dompnier, Benoît</searchLink>
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  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>. Dec2008, Vol. 23 Issue 4, p385-397. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Human+behavior%22">Human behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences%22">Social sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink>
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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. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: L'article fournit une vue d'ensemble de l'approche socionormative de l'internalité dans le champ éducatif, en particulier en matière de jugement scolaire. Il retrace le développement théorique et les principales procédures utilisées par les chercheurs pour montrer que les explications causales internes ont plus de valeur que d'autres, les externes, parce qu'elles sont normatives et porteuses de valeur sociale. Sont présentés des résultats empiriques qui montrent que la préférence pour l'internalité s'acquière à l'école, que les explications internes sont souvent choisies à des fins d'auto-présentation et qu'elles interviennent dans les pratiques d'évaluation (ici le jugement scolaire). Sont présentés également des résultats qui montrent que si l'émission d'une explication interne des événements scolaires, indépendamment de leur valence (réussites ou échecs), est toujours porteuse de valeur sociale pour l'élève qui l'émet, certaines de ces explications internes, comme celles qui en appellent à l'effort, sont plus valorisées que les autres (e.g., en termes de traits personnologiques comme les aptitudes ou les habiletés). De tels résultats nous conduisent à discuter le rôle joué par les explications internes dans les pratiques évaluatives et à souligner la pertinence de la théorie socionormative de l'internalité en regard d'une autre théorie sociocognitive, la théorie attributionnelle de la motivation de Weiner. [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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=36100295
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        Value: 10.1007/BF03172748
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        Text: English
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        PageCount: 13
        StartPage: 385
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      – SubjectFull: Educational psychology
        Type: general
      – SubjectFull: Education
        Type: general
      – SubjectFull: Human behavior
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      – SubjectFull: Social sciences
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      – SubjectFull: Psychology
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      – SubjectFull: Psychology of students
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      – TitleFull: Internality-norm theory in educational contexts.
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              Text: Dec2008
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