NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ829075
Record Type: Journal
Publication Date: 2008-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0256-2928
Teacher Judgments and Pupils' Causal Explanations: Social Valorization of Effort-Based Explanations in School Context
Matteucci, Maria Cristina; Tomasetto, Carlo; Selleri, Patrizia; Carugati, Felice
European Journal of Psychology of Education, v23 n4 p421-432 Dec 2008
Achievement evaluation in school contexts may be considered as a kind of social judgment, which is affected by social and moral determinants since it is not merely an estimation of pupils' accomplishment (Dompnier, Pansu, & Bressoux, 2006; Weiner, 2003). Teachers' judgments have been investigated starting from the analysis of two theoretical approaches: the norm of internality (Dubois, 2003), and the attributional approach to social motivation (Weiner, 2006). In order to study the social valorization of internal explanations referring to effort in school context, an empirical research has been conducted. Our study investigates how teachers evaluate fictitious pupils, which are supposed to explain events by means of different types of causal explanations. According to our results, pupils providing effort-based explanations receive more positive judgments. Findings are discussed by considering effort as a key principle of school environments. (Contains 4 notes.)
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 - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy