From social class to self-efficacy: internalization of low social status pupils’ school performance

Wiederkehr, Virginie; Darnon, Céline; Chazal, Sébastien; Guimond, Serge; Martinot, Delphine

doi:10.1007/s11218-015-9308-8

Cited by 88 publications

(95 citation statements)

References 51 publications

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“…Previous research has documented that perceived competence is a consistent predictor of performance‐avoidance goals (Cury et al ., ). Perceived competence is also associated with one's status (Ramos‐Sánchez & Nichols, ; Wiederkehr, Darnon, Chazal, Guimond, & Martinot, ). Thus, to ensure that the association between status and performance‐avoidance goals was not only due to their common associations with perceived competence, in Study 2, this variable was measured and entered as a covariate.…”

Section: Methodsmentioning

confidence: 99%

Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals

Jury¹,

Bruno

Darnon

2018

Brit J of Edu Psychol

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Section: Methodsmentioning

confidence: 99%

Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals

Jury¹,

Bruno

Darnon

2018

Brit J of Edu Psychol

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“…Low social-class children are usually perceived as having lower abilities (Baron, Albright, & Malloy, 1995) than their higher class counterparts. Wiederkehr, Darnon, Chazal, Guimond, and Martinot (2015) recently showed that low SES fifth-grade pupils performed more poorly than their high SES counterparts, in part because of a lower sense of school self-efficacy. Taken together, these results suggest that, in meritocratic environments, low and high SES students are likely to endorse self-perceptions that match the place they occupy in the hierarchy (i.e., low and high self-efficacy beliefs), which could further explain the SES achievement gap.…”

Section: School and Meritocracymentioning

confidence: 99%

‘Where there is a will, there is a way’: Belief in school meritocracy and the social‐class achievement gap

Darnon

Wiederkehr

Dompnier

et al. 2017

British J Social Psychol

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Meritocratic ideology can promote system justification and the perpetuation of inequalities. The present research tests whether priming merit in the school context enhances the effect of socioeconomic status (SES) on school achievement. French fifth graders read a text priming either school merit or a neutral content, reported their French and mathematics self-efficacy as well as their belief in school meritocracy (BSM), and then took French and mathematics tests. Compared to the neutral condition, the merit prime condition increased the SES achievement gap. Self-efficacy and BSM were tested as two potential mediators of the effect. The results support a mediated moderation model in which belief in school meritocracy is the mechanism through which the merit prime increased the SES achievement gap.

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“…Au mieux, la classe sociale avait-elle le statut de variable démographique à contrôler, rarement celui de variable d'intérêt. Pourtant, des recherches mettent en évidence que l'appartenance à une classe sociale est reliée à de nombreux aspects de la vie des individus, comme la santé (e.g., Adler & Snibbe, 2003), le bien-être (e.g., Diener, Ng, Harter, & Arora, 2010), les préférences esthétiques (e.g., Snibbe & Markus, 2005), le sentiment de compétence (Gecas, 1989;Wiederkehr, Darnon, Chazal, Guimond, & Martinot, 2015) ou encore les performances intellectuelles (e.g., Nisbett, 2009). L'objectif de cet article est de recenser les travaux récents de psychologie sociale qui permettent de mieux comprendre la façon dont la classe sociale influence les manières de penser, de ressentir et d'agir des individus en adoptant un angle d'analyse fondamentalement contextuel.…”

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Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

Goudeau¹,

Autin²,

Croizet

2017

rips

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Jusqu'à récemment, la classe sociale était peu étudiée en psychologie, et lorsqu'elle était prise en compte, c'était plutôt comme une variable démographique à contrôler que comme variable d'intérêt. L'objectif de cet article est de présenter une revue intégrée des recherches récentes sur la classe sociale en psychologie sociale qui examinent la façon dont la classe sociale influence le fonctionnement psychologique et le comportement. Cette littérature conçoit la classe sociale comme un contexte de socialisation modulant l'accès à des ressources, ce qui façonne les manières de penser, de ressentir et d'agir des individus. Nous présen-tons trois approches qui se distinguent en se focalisant sur trois aspects différents du contexte de classe sociale -les ressources économiques, symboliques ou culturelles -et leurs conséquences en termes de processus psychosociaux -focalisation attentionnelle, orientation vers le soi ou l'environnement ou façons de se définir comme individu. La présentation de ces trois approches et des processus psychosociaux associés nous amènera également à discuter des indicateurs utilisés pour mesurer la classe sociale (revenus, emploi, niveau d'éducation, rang perçu). Enfin nous argumenterons comment une psychologie sociale des classes sociales permet, notamment par le recours à la manipulation des processus, une identification précise des mécanismes par lesquels la classe sociale influence le fonctionnement psychologique et le comportement.Mots clés: classe sociale; ressources économiques; rang perçu; capital culturel Until recently, social class has been rarely studied in psychology, and when it was taken into account it was rather as a control demographic variable than as a variable of interest. The aim of this paper is to propose an integrated review of recent research in social psychology that examines how social class influences psychological functioning and behavior. This literature conceptualizes social class as a context of socialization that modulates access to resources, which shapes individuals ways of thinking, feeling and acting. We present three approaches that respectively focus on three distinct aspects of the social class context -economic, symbolic or cultural resources -and describe how these resources impact attentional focus, orientation towards the self or the environment and ways to define oneself as an individual. We review the supporting empirical evidence sustaining these approaches and discuss the relevance of the indicators used to measure social class (income, employment, level of education, perceived rank). Finally, we argue that an experimental social psychology of social class is particularly needed as it allows, through the manipulation of processes, to identify the mechanisms by which social class influences psychological functioning and behavior.

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From social class to self-efficacy: internalization of low social status pupils’ school performance

Cited by 88 publications

References 51 publications

Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals

Doing better (or worse) than one's parents: Social status, mobility, and performance‐avoidance goals

‘Where there is a will, there is a way’: Belief in school meritocracy and the social‐class achievement gap

Etudier, Mesurer et Manipuler la Classe Sociale en Psychologie Sociale: Approches Economiques, Symboliques et Culturelles [Studying, Measuring and Manipulating Social Class in Social Psychology: Economic, Symbolic and Cultural Approaches]

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