The attributional norm of internality and depressive sensitivity to social information.

Weary, Gifford; Jordan, John S.; Hill, Martha G.

doi:10.1037/0022-3514.49.5.1283

Cited by 31 publications

(39 citation statements)

References 20 publications

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“…The social value attached to certain events may be transferred to the persons who bring about such events (or make such judgments), which is what one of the paradigms of the normative approach, the judge paradigm, is able to show. With this paradigm, it has been amply demonstrated that a norm of internality (Beauvois, 1984;Beauvois & Dubois, 1988;Dubois, 1994;Jellison & Green, 1981;Weary, Jordan, & Hill, 1985) bestows value on internal causal explanations, and that persons who give internal explanations are accredited with that value by social evaluators. A social judgment norm thus permits members of the concerned collective to adopt upgrading self-presentation strategies.…”

Section: Normativenessmentioning

confidence: 98%

Normativeness and individualism

Dubois¹,

Beauvois

2005

Eur. J. Soc. Psychol.

115

155

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Five experiments were conducted with a twofold aim: firstly, examine the normativeness of some important features of Western individualism, and secondly, determine what aspect of social value serves as the anchor for their potential normativeness. Five key constituents of individualism were studied. A questionnaire composed of five sub-questionnaires was used, each one referring to an 'individualistic' constituent and to its opposing 'collectivistic' referent. Two main paradigms in the judgment-norm approach were implemented, one implying self-presentation strategies and the other implying social judgments. Together, the results revealed that only three constituents of individualism can be considered normative-self-sufficiency, individual anchoring, and internality-and that one of the constituents-the primacy of individual goals-is not normative at all, and may be even counternormative. The results pointed out an individualistic pattern that is much less homogeneous than often assumed.

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Section: Normativenessmentioning

confidence: 98%

Normativeness and individualism

Dubois¹,

Beauvois

2005

Eur. J. Soc. Psychol.

115

155

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“…These were as follows: Beck's Cognitive Triad (Beck, 1972), control over the outcomes of one's behavior (Deci & Ryan, 1985), the ability to detect cause and effect in one's world (Weary, Jordan, & Hill, 1985), selfesteem (Rosenberg, 1965), and anxiety.…”

Section: Formorethantwodecadespsychologistshavestudiedmentioning

confidence: 99%

Depression as a Moderator of Relationships between Positive Daily Events and Day-to-Day Psychological Adjustment

Nezlek

Gable

2001

Pers Soc Psychol Bull

133

150

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For 21 days, 123 participants provided measures of their daily depressogenic adjustment, including Beck's cognitive triad, causal uncertainty, control over the environment, self-esteem, and anxiety, and they described the positive and negative events that occurred. Daily adjustment negatively covaried with the number of negative events occurring each day and, except as measured by anxiety, positively covaried with positive events. The covariance between negative events and adjustment was stronger than the covariance between positive events and adjustment. Participants also provided measures of depressive symptoms. For the self-esteem and cognitive triad measures, adjustment covaried more strongly with negative and positive events for the depressed than they did for the nondepressed. Formorethantwodecades,psychologistshavestudiedday-to-day variability in psychological states to further the understanding of individual differences in psychological well-being and adjustment. This research suggests that daily psychological adjustment covaries with daily events and that trait levels of adjustment moderate this covariation. Although informative, this research is limited in important ways. First, research on daily events and adjustment has operationalized daily adjustment primarily in terms of mood. Second, studies examining how day-level relationships are moderated by trait-level measures have focused on the moderating role of neuroticism and related constructs; few studies have focused on depression.The focus of existing research may limit its utility for understanding more specific phenomena such as selfesteem and depression. Although understanding disturbances in mood is clearly important to understanding both self-esteem and depression, considerable research suggests that state-level constructs other than mood are worth investigating. For example, research indicates that depression is associated with greater lability in selfesteem and that depression may moderate day-level relationships between events and self-esteem (Butler, Hokanson, & Flynn, 1994).Accordingly, the present study examined day-level relationships between events and state measures of depressogenic adjustment other than mood and how such relationships varied as a function of trait depressogenic adjustment. Each day for 3 weeks, participants described the positive and negative events that occurred and provided measures of state adjustment. Over a 4 1/2-month period, participants also provided four reports of their depressive symptoms, which collectively were used to measure depression.Three hypotheses guided the study: (a) daily adjustment would covary negatively with daily negative events and positively with positive events, (b) adjustment would covary more strongly with negative events than with positive events, and (c) the covariation between daily events and adjustment would be stronger for people who were 1692

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“…According to Smith (1989), school, as an organizational structure, is influenced by what is valued in the society, as reflected by certain social judgment norms (Dubois, 2003). Among the different social judgment norms, the norm of internality, proposed by Jellison and Green (1981) and generalized by Beauvois (1984), is one of the most widely studied (Beauvois & Dubois, 1988;Dubois, 1994;Weary, Jordan, & Hill, 1985).…”

Section: Some Determinants Of Scholastic Judgmentsmentioning

confidence: 99%

An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions

2006

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This article proposes a model that integrates some of the determinants of scholastic judgment. The model is based on the assumption that a teacher's judgment in a particular discipline is influenced by different variables: the pupil's actual performance in the discipline, his/her actual performance in other disciplines (halo effect), the average performance of the class in the discipline (class context effect), the pupil's individual characteristics such as whether he/she has ever repeated a grade and the teacher's perception of the pupils' causal explanations. Furthermore, the model proposes that a teacher's perceptions are related to the pupil's spontaneous expression of causality, which in turn is influenced by the pupil's knowledge of the social value of causal explanations. In order to test the validity of the proposed model, the authors conducted a study in a real classroom setting on a population of 663 pupils from 38 classes (3rd grade) and their respective teachers. Path analyses showed that the theoretical model fit the data to a satisfactory extent. However, a comparison of the fit indexes of the theoretical model and two alternative models (one nonhierarchical and one hierarchical) showed that the initial theoretical model could be significantly improved by additional paths.Scholastic judgment is a key process in the field of education, both for its implications in the learning process and its impact on pupil selection (Good & Brophy, 2000;Monteil, 1990). Today we know that scholastic judgments are not a simple "mirror" of the pupils' actual scholastic achievement. Many kinds of information seem to be used by teachers to judge their pupils . The aim of this article was to propose a model of the processes underlying scholastic judgment. The model takes into account some of these kinds of information 1 and is aimed at clarifying two issues: What information do teachers use to judge their pupils? And how does such information play a role in scholastic judgments?

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The attributional norm of internality and depressive sensitivity to social information.

Cited by 31 publications

References 20 publications

Normativeness and individualism

Normativeness and individualism

Depression as a Moderator of Relationships between Positive Daily Events and Day-to-Day Psychological Adjustment

An integrative model of scholastic judgments: Pupils’ characteristics, class context, halo effect and internal attributions

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