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ERIC Number: EJ829073
Record Type: Journal
Publication Date: 2008-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0256-2928
Internality-Norm Theory in Educational Contexts
Pansu, Pascal; Dubois, Nicole; Dompnier, Benoit
European Journal of Psychology of Education, v23 n4 p385-397 Dec 2008
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.)
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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France; Italy; Lithuania