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When teaching style matches students’ epistemic (in)dependence: The moderating effect of perceived epistemic gap 总被引：1，自引：0，他引：1
Alain Quiamzade Gabriel Mugny Armand Chatard 《European Journal of Psychology of Education - EJPE》2009,24(3):361-371
In a 2×2×2 factorial design, 3rd year Romanian psychology students (N=94) were assigned into 2 groups according to the extent to which they acknowledged an epistemic dependence (lowvs. high) toward their professor. They then compared the competence of 3rd year students to that of 1st year or 5th year students. Finally, they were exposed to a persuasive counter-attitudinal message from an epistemic authority, framed in an authoritarian vs. democratic style. The main dependent variable was the influence of the counter-attitudinal message. Results show an interaction between the three variables. No effects were found among students in the upward social comparison condition in which they felt particularly incompetent. The expected interaction between style and dependence was significant in the down ward comparison condition where participants felt more competent than 1st year students. Students high in perceived epistemic dependence were more influenced by the authoritarian style than those low in epistemic dependence. The reverse tended to be true for participants exposed to the democratic style. 相似文献
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Gabriel Mugny Armand Chatard Alain Quiamzade 《European Journal of Psychology of Education - EJPE》2006,21(4):413-427
It is argued that an epistemic authority would induce greater influence in transmitting knowledge to students when there is
a correspondence between the (authoritarian vs. democratic) style of the authority and students’ perceptions of their relation
to the authority (high vs. low epistemic dependence). In two studies it was predicted, and found, that students who perceived
themselves in a state of low epistemic dependence towards their teachers were more influenced by a democratic than by an authoritarian
teaching style. This difference in appropriation was not found for students who perceived themselves in a state of epistemic
dependence towards the epistemic authority. 相似文献
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Hellard P Avalos M Lacoste L Barale F Chatard JC Millet GP 《Journal of sports sciences》2006,24(5):509-520
The aim of this study was to carry out a statistical analysis of the Banister model to verify how useful it is in monitoring the training programmes of elite swimmers. The accuracy, the ill-conditioning and the stability of this model were thus investigated. The training loads of nine elite swimmers, measured over one season, were related to performances with the Banister model. First, to assess accuracy, the 95% bootstrap confidence interval (95% CI) of parameter estimates and modelled performances were calculated. Second, to study ill-conditioning, the correlation matrix of parameter estimates was computed. Finally, to analyse stability, iterative computation was performed with the same data but minus one performance, chosen at random. Performances were related to training loads for all participants (R(2) = 0.79 +/- 0.13, P < 0.05) and the estimation procedure seemed to be stable. Nevertheless, the range of 95% CI values of the most useful parameters for monitoring training was wide: t(a) = 38 (17, 59), t(f) = 19 (6, 32), t(n) = 19 (7, 35), t(g) = 43 (25, 61). Furthermore, some parameters were highly correlated, making their interpretation worthless. We suggest possible ways to deal with these problems and review alternative methods to model the training-performance relationships. 相似文献
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Leila Selimbegovic Armand Chatard Gabriel Mugny 《European Journal of Psychology of Education - EJPE》2007,22(3):275-290
A study was conducted to explore expert influence as a possible way to encourage girls’ mobility towards math- and science-related
careers. High school students were exposed to an expert source presenting “scientific evidence” that contrary to stereotype,
girls are better than boys in all subject domains. Beliefs related to stereotype content, self-evaluations and intentions
to engage in math- and science-related careers were assessed before and after exposure to influence. While most participants
were influenced at the level of stereotype content, only girls who did not personally believe the stereotype prior to influence,
and boys who did, increased their intentions to engage in math/science-related careers. Implications of the findings are discussed,
with an emphasis on the possible ways to influence girls who firmly believe in the stereotype. 相似文献
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Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press. 相似文献
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