Teachers facing school failure: the social valorization of effort in the school context

Matteucci, Maria Cristina

doi:10.1007/s11218-006-9011-x

Cited by 43 publications

(30 citation statements)

References 32 publications

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“…Cette « norme d'effort » (Matteucci & Gosling, 2004) apparaît typique des enseignants en général et de nombreux travaux l'ont déjà pointée (Barrère, 2003 ;Gilly, 1980Gilly, , 1986Matteucci, 2007…). Elle a des incidences sur les pratiques évaluatives, l'interprétation des réussites et des échecs des élèves (et le système d'attentes à leur égard), ainsi que sur les buts orientant les pratiques d'enseignement.…”

Section: Resultsunclassified

“…Cette norme avait été attribuée par Weiner à l'éthique protestante. Des travaux, auprès d'enseignants de pays à tradition autre que le protestantisme, ont établi que cette norme était fortement présente chez tous les enseignants (Matteucci & Gosling, 2004 ;Matteucci, 2007). En analysant les annotations portées sur les bulletins par les enseignants de l'école élémentaire, Sarrazy (2000) constate que les quatre grandes classes d'appré-ciations varient dans leur répartition en fonction du niveau des élèves : les appréciations liées à la morale scolaire augmentent quand le niveau de réussite des élèves baisse (les trois autres classes concernent les résultats et le travail, les qualités psychologiques, les conseils pour réussir).…”

Section: La « Norme D'effort » Et La Classe Comme Cour De Justiceunclassified

“…Matteucci (2007) a expérimentalement démontré que les enseignants attribuent plus la responsabilité de l'échec à l'élève en cas de manque d'effort, comparativement à une faible habileté : ils adoptent davantage de buts punitifs (feed-back négatifs, remontrances, sanctions, mauvaises notes) que de buts utiles aux apprentissages dans leurs interventions car la responsabilité de l'élève leur semble davantage engagée. Par ailleurs, les enseignants de Matteucci (2007) adeptes de la théorie de l'habileté comme don sont davantage punitifs dans leurs pratiques que les tenants de la théorie incrémentielle. Or les enseignants d'EPS de notre étude considèrent que le niveau de performance des élèves a fort peu de chance d'évoluer de manière importante au fil de leur enseignement.…”

Section: La « Norme D'effort » Et La Classe Comme Cour De Justiceunclassified

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Évaluation, équité de la note en éducation physique et « norme d’effort »

Cogérino¹,

Mnaffakh²

2008

rfp

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Section: Resultsunclassified

Section: La « Norme D'effort » Et La Classe Comme Cour De Justiceunclassified

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Évaluation, équité de la note en éducation physique et « norme d’effort »

Cogérino¹,

Mnaffakh²

2008

rfp

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“…According to this theory, intelligence is seen either as rather a changeable property that can be increased through effort and practice or as rather a permanent property, i.e., a talent that cannot be changed. Although the theory of the malleability of intelligence has been tested among children in particular (e.g., Blackwell, Trzesniewski, & Dweck, 2007;Dweck & Leggett, 1988;Elliott & Dweck, 1988;Henderson & Dweck, 1990), it seems to lend itself to parents' and teachers' perceptions as well (cf., Butler, 2000;Matteucci, 2007;Pomerantz & Dong, 2006;Rautiainen, Räty, & Kasanen, 2016). We therefore expected the parents and teachers in this study to spontaneously bring forth at least the amount of effort and ability in their explanations for children's potential for improvement in different aspects of schoolwork.…”

Section: Introductionmentioning

confidence: 99%

Effort, Ability, or Difficulties? Parents’ and Teachers’ Explanations of the Malleability of Children’s Competences

Rautiainen¹,

Räty²,

Kasanen³

2017

JEDP

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This study set out to examine parents' and teachers' explanations of the malleability of children's competences. Parents and teachers were asked in which aspect of schoolwork the child could improve his/her competence most and to explain why. The participants were parents and teachers of third-and sixth-grade boys and girls (n=97). The parents and teachers were found to refer to the amount of effort, motivation, and ability in their explanations of the malleability of children's competences. The explanations concerning ability divided into those in which the child was seen as possessing ability and those in which the child was seen as lacking ability or having difficulties that prevented her/him from succeeding. The teachers perceived sixth-graders as needing more effort and motivation than third-graders did, and girls as somewhat more competent and motivated than boys. The teachers also seemed to explain children's potential for improvement in more complex ways than the parents did.

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“…Quando o professor compreende que o mau desempenho poderia ter sido evitado pelo aluno (por exemplo, por achar que foi resultado da falta de estudo), a relação entre ambos pode se tornar prejudicada, podendo haver punição severa. Todavia, quando o professor atribui as causas do mau desempenho a fatores incontroláveis (por falta de capacidade ou porque considera a prova aplicada difícil, por exemplo), ele presta mais auxílio ao aluno (Bzuneck & Sales, 2011;Matteucci, 2007;Reyna & Weiner, 2001). …”

Section: Características Do Professorunclassified

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

Izbicki¹

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Izbicki, Sarah. (2015). Acceptance and rejection of students by their teachers at different grade levels. Dissertação de Mestrado, Instituto de Psicologia, Universidade de São Paulo, São Paulo.Perceptions, expectations and preferences of teachers differ according to several variables (students' characteristics, school curriculum, schools' rules etc.) and are expressed by them through different attitudes taken before the students, so that they considerably influence those youngsters' behavioral repertoire. Given (a) the importance of a positive relationship between teacher and student in the course of student's school life, (b) the changes which occur in this relationship over the years, and (c) that even minor changes in the quality of this relationship have relevant implications for the student's development, it is necessary to investigate which factors are associated with those changes. The general aim of this research is to reveal the controlling variables of rejection and acceptance of students, as reported by their teachers, assessing potential differences between three different grade levels. Specifically, the study aimed to (1) compare the frequencies in which the students of each gender are indicated as accepted or rejected by their teachers at the three levels, (2) compare the reasons reported by the teachers to indicate the students as accepted or rejected at the three levels and (3) identify possible associations between the reasons for acceptance and rejection and the gender of the indicated students. 21 teachers of first grade of elementary school, 16 of sixth year of middle school and 28 of ninth grade of high school completed a questionnaire in which they indicated three students they would keep in their class and three students they would not, explaining the reasons for the indications. Inferential analyses did not show differences between the gender of the accepted students, and revealed small associations between the reasons for acceptance and rejection and the sex of the student. Nonetheless, there were differences between the genders of the rejected students, where a higher proportion of rejected boys was found. There were also differences between reasons for acceptance along the different educational levels, where there was an increase in the number of citations to engagement in studies and a reduction in the number of citations to discipline. Finally, we found differences in the reasons for rejection, with an increase in the number of citations to the lack of engagement in the studies, and a reduction in the number of citations to the indiscipline. The results suggest different patterns of acceptances and rejection along the different educational levels, which can be used to delineate interventions that aim to deal effectively with the behavior of the people involved, creating more reforcing interactions for students and teachers and socially skilled repertoires in students.

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Teachers facing school failure: the social valorization of effort in the school context

Cited by 43 publications

References 32 publications

Évaluation, équité de la note en éducation physique et « norme d’effort »

Évaluation, équité de la note en éducation physique et « norme d’effort »

Effort, Ability, or Difficulties? Parents’ and Teachers’ Explanations of the Malleability of Children’s Competences

Aceitação e rejeição de alunos por seus professores em diferentes níveis escolares

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