Academic judgment and institutional evaluation made by teachers according to pupils' explanatory activity.

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Bibliographic Details
Title:	Academic judgment and institutional evaluation made by teachers according to pupils' explanatory activity.
Authors:	Jouffre, Stéphane, Py, Jacques, Somat, Alain
Source:	European Journal of Psychology of Education - EJPE (Instituto Superior de Psicologia Aplicada). Dec2008, Vol. 23 Issue 4, p399-420. 22p.
Subjects:	Educational psychology, Explanatory style (Psychology), Psychology of students, Human behavior, Psychology, Personality
Abstract (English):	The influence of sixth-graders' explanatory activity was studied on their teachers' academic judgment. Concerning the pupils' explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to positive and negative events, the trait-related and effort/related internal explanations were socially valued, whereas external explanations (Situational factors and others' traits; Luck and others' efforts and intentions) were socially devalued. Concerning teachers' judgment, the more pupils chose traits' and the less they chose lack of effort/intention to explain the negative events, and the less they chose traits and the more they chose effort/intention to explain the positive events, the more teachers attributed socially desirable traits to them. The more pupils chose effort/intention to explain the positive and negative events and the less they chose luck and others' effort/intention to explain the negative events, the more teachers' attributed socially useful traits to them (if the pupils do not value these internal explanations and devalue these external explanations). The results are discussed in reference to the social functions implied by the academic judgment. [ABSTRACT FROM AUTHOR]
Abstract (French):	Les effets de l'activité explicative d'él`ves de 6ème sur lejugement émis par leurs enseignants ont été étudiés. Concernant l'activité explicative des élèves, les explications internes-traits ont été davantage choisies en réponse aux événements positifs plutôt que négatifs, l'inverse s'observant pour les explications internes-efforts/intentions. Les explications internes (traits; efforts/intentions) sont apparues socialement valorisées et les explications externes (facteurs situationnels et traits d'autrui; chance, efforts et intentions d'autrui) socialement dévalorisées en réponse aux événements positifs et négatifs. Concernant le jugement des enseignants, plus les élèves ont expliqué les événements négatifs par des traits et moins par un manque d'effort/intention, et plus ils ont expliqué les événements positifs par leur effort/intention et moins par des traits, plus les enseignants leur ont attribué des traits socialement désirables. Enfin, plus les élèves ont choisi des explications (1) en termes d'effort/intention en réponse aux événements positifs et négatifs, et (2) en termes de chance et de manque d'effort/intention d'autrui pour les événements négatifs, plus leurs enseignants leur ont attribué des traits socialement utiles, à condition que les élèves valorisent peu ces explications internes et dévalorisent peu ces explications externes. Les résultats sont discutés en référence aux fonctions sociales impliquées par le jugement scolaire. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	The influence of sixth-graders' explanatory activity was studied on their teachers' academic judgment. Concerning the pupils' explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to positive and negative events, the trait-related and effort/related internal explanations were socially valued, whereas external explanations (Situational factors and others' traits; Luck and others' efforts and intentions) were socially devalued. Concerning teachers' judgment, the more pupils chose traits' and the less they chose lack of effort/intention to explain the negative events, and the less they chose traits and the more they chose effort/intention to explain the positive events, the more teachers attributed socially desirable traits to them. The more pupils chose effort/intention to explain the positive and negative events and the less they chose luck and others' effort/intention to explain the negative events, the more teachers' attributed socially useful traits to them (if the pupils do not value these internal explanations and devalue these external explanations). The results are discussed in reference to the social functions implied by the academic judgment. [ABSTRACT FROM AUTHOR]
ISSN:	02562928
DOI:	10.1007/BF03172749