Internality-Norm Theory in Educational Contexts

Autor/inn/en	Pansu, Pascal; Dubois, Nicole; Dompnier, Benoit
Titel	Internality-Norm Theory in Educational Contexts
Quelle	In: European Journal of Psychology of Education, 23 (2008) 4, S.385-397 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Behavior Standards; Social Behavior; Locus of Control; Personality Theories; Social Values; Educational Environment; Teacher Student Relationship; Value Judgment; Attribution Theory; Elementary School Students; Elementary School Teachers; Secondary School Students; Secondary School Teachers; College Students; Educational Research; Behavioral Science Research; Foreign Countries; France; Italy; Lithuania + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Personality theory; Persönlichkeitstheorie; Sozialer Wert; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Werturteil; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Collegestudent; Bildungsforschung; Pädagogische Forschung; Ausland; Frankreich; Italien; Litauen
Abstract	The aim of this paper is to provide an overview of the socionormative approach of internality in the field of education, and more specifically regarding scholastic judgment. It describes the theoretical development and the main procedures used by researchers to show that internal causal explanations have more value than external ones because they are normative and convey social value. We present results that show that the preference for internal explanations is learned in school. We also demonstrate that internal explanations are often chosen for self-presentation purposes and have some bearing in evaluative practices (here, scholastic judgment). We also present results which show that certain internal explanations of school events, regardless of their valence (success or failure), enhance the social worth of the pupil producing them. This applies to effort-based explanations which are more highly valued than others (e.g., in terms of personological traits such as aptitudes or abilities). Such results lead us to discuss the role played by internal explanations in the evaluation practices. We underline the relevant aspect of the socionormative theory of internality by comparison to another sociocognitive approach namely Weiner's attributional theory of motivation. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10