Redoublement in relation to self perception and self evaluation: France

Robinson, W. P.; Tayler, Carol Ann; Piolat, Michel

doi:10.1177/003452379204700107

Cited by 3 publications

(2 citation statements)

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“…The primary focus has been on the self-esteem of high and low achievers ), but the effects on self-evaluation and selfperception of "redoublernent" in France (Robinson, Tayler, & Piolat, 1992) and "repetencia" in Portugal have also been investigated. 1 Similarly the current study is concerned with relationships between achievement and a variety of self-related variables in two categories of Latvian adolescents whose objective life chances have been differentially changed as a result of Latvia gaining its independence from the Soviet Union in 1989.…”

Section: Introductionmentioning

confidence: 99%

Academic achievement and self-concepts of Latvian adolescents in a changed social context

Robinson

Breslav²

1996

Eur J Psychol Educ

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Three questions were posed. Would low achieving 13 to 14 year olds in Latvia have followed the predictions derivable from Social Identity Theory and formed a counter-culture or would they display depressed scores on measures of self-evaluation and other aspects of self-concept? With ethnic Russians having been "relatively deprived" vis-a-vis ethnic Latvians since 1989, would these effects be particularly evident in their experience and behaviour? Given that both groups are materially impoverished in comparison with their English peers would this be reflected in their seljperceptions and evaluations?While differences associated with differential achievement were found across a wide range of perceptual, evaluative, attitudinal and reported behavioural measures in line with the hypothesis that low achievement is associated with depressed school-valued dispositions and behaviour, neither the relative deprivation of ethnic Russians, nor the lower material resources ofboth groups showed effects.Suggestions are offered as to the consequences ofthese results for policy makers and the challenges they present to social psychologists in education.

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Section: Introductionmentioning

confidence: 99%

Academic achievement and self-concepts of Latvian adolescents in a changed social context

Robinson

Breslav²

1996

Eur J Psychol Educ

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“…We have already mentioned the criterion in some countries of a required standard of attainment for progression to a subsequent grade. Children in France or Germany are likely to receive supplementary weekend or holiday instruction, or ultimately be required to repeat a year of schooling if they fall too far behind; in England that approach is regarded as potentially too damaging in other respects, although studies have not been able to produce evidence to support this (Robinson et al, 1992). In Switzerland, the beginning of schooling is likely to be delayed for a year for the minority of children (one or two per class) who are clearly not ready for formal learning.…”

Section: Reducing Low Attainmentmentioning

confidence: 99%

Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity

Whitburn

2002

Natl. Inst. econ. rev.

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Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Mathematics (IPM) project. The latter project, influenced by successful Continental approaches to teaching mathematics, aimed both to raise average standards of attainment and to reduce the large variation in attainment that has, in the past, characterised the performance of English pupils.Although the new teaching approaches, and the innovatively detailed teaching materials, developed by the IPM project have enabled significant improvements to be effected, concern remains over the low attainment in England of an unduly large proportion of pupils (as compared with Continental schools). It is suggested that serious consideration needs to be given to adopting arrangements that are the norm in several other countries — namely, to introduce some flexibility in age of entry to schooling (at present in England this is governed strictly by date of birth). Such a change would, it is suggested, significantly reduce the number of low attainers and range of attainment within a class, and make a teacher's task of successful interactive whole-class teaching more manageable.

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Doing something about g

Brand¹

1996

Intelligence

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Redoublement in relation to self perception and self evaluation: France

Cited by 3 publications

References 3 publications

Academic achievement and self-concepts of Latvian adolescents in a changed social context

Academic achievement and self-concepts of Latvian adolescents in a changed social context

Mathematical Attainments in Primary Schooling: Raising Standards and Reducing Diversity

Doing something about g

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