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European Journal of Psychology of Education - 相似文献
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Patrizia Selleri Felice Carugati Ettore Scappini 《European Journal of Psychology of Education - EJPE》1995,10(1):25-40
The present study is devoted to the empirical endeavour of showing the structural characteristics of this claimed general dimension, its longitudinal consistency, and its causal influence on the first level organization of judgments. A content analysis of school reports of 77 Italian pupils, filled out by their own five teachers over five years of compulsory school (from 6 to 10 years) show seven major topics, which are used by the teachers for their year-scheduled evaluations. A Lisrel-based two-levels model of the organization of judgments is then presented and discussed. This model is shown to be well held by teachers at the end of the first school form and it allows to predict the organization of their evaluations during third and fifth form, as well as final judgments of each form. This model is discussed in a social psychological framework, which underlines the role played by normative aims of the school programmes and the evaluative everyday practices as major professional duties for teachers. 相似文献
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Isabel Miguel Joaquim Pires Valentim Felice Carugati 《European Journal of Psychology of Education - EJPE》2013,28(4):1163-1180
Within the theoretical framework of social representations theory, a substantial body of literature has advocated and shown that, as interpretative systems and forms of knowledge concurring in the construction of a social reality, social representations are guides for action, influencing behaviours and social relations. Based on this assumption, the primary goal of the current study was to investigate the relationship between social representations of the development of intelligence and parenting styles while also examining the role played by the values that parents desire for their children. The sample included 466 subjects with educational responsibilities (117 fathers, 227 mothers and 122 mother–teachers). Participants completed a self-administered survey on their representations of the development of intelligence, values desired for their children and parenting styles. A theoretical model which examined the relations among these variables was tested. Structural equation modelling procedures indicated, as hypothesised, that dimensions which emphasise the role of parents and the importance of constant accompaniment of children for the development of intelligence influence the authoritative parenting style, while dimensions which outline the role of school and teachers relate to authoritarian and permissive parenting styles. Additionally, although in some cases values were seen both to be determined by social representations and to influence parenting styles, the meditational hypothesis of values was not fully confirmed. Overall, the results obtained suggest that social representations, styles and values tend to build up a potentially significant organisation for parental activities. Theoretical and practical implications of these findings in research and educational intervention are discussed. 相似文献
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Maria Cristina Matteucci Carlo Tomasetto Patrizia Selleri Felice Carugati 《European Journal of Psychology of Education - EJPE》2008,23(4):421-432
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. 相似文献
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