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Abstract. This study was carried out within the context of an assessment for promotion to a high-status position. It aimed to determine the conditions in which the backlash effect occurs in a group characterized by negative stereotypes owing to their ethnicity: North African males in France. One hundred twenty-eight recruitment professionals assessed the probability of promoting one of eight fictitious male applicants with different causal attributions (internal or external) and levels of technical competence (high or average), and of different ethnicities (European or North African). Internal attribution, one of the dimensions of self-promotion, was regarded as a counterstereotypical behavior for a North African applicant compared with a European applicant. Backlash was only observed in a high-threat context.

A large body of research has documented Weiner's theory as it applies to achievement contexts, highlighting the role of the causal dimensions (locus of causality, stability, and controllability) as antecedents of specific emotional, cognitive, and behavioral reactions. The aim of this article is to address important, and as yet unanswered questions, by focusing on the relationship between these causal dimensions and their cognitive and behavioral consequences, and by meta-analyzing research using the direct-rating method to measure the causal dimensions identified by Weiner (1985, 2005). 43 studies using direct-rating measures of causal dimensions, reporting 57 correlation matrices involving 15,213 participants were included in this meta-analysis. Using meta-analytic structural equation modeling, the fit of the cognition-expectancy-action sequence of Weiner's model, its structural parameters and between-sample variations were examined. Our model fitted the data well, and the structural parameters showed that the causal dimensions influenced behavioral adjustment and performance through psychological consequences. The results also revealed large effect size heterogeneity across studies, explained by several moderators such as event valence. To conclude, the results support the cognition-expectancy- action sequence proposed by Weiner's attributional theory. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In educational contexts, interpersonal attributional theory (Weiner, 2019) posits that teachers’ beliefs about the causes underlying their students’ academic performance vary along the causal dimensions of locus of causality, stability, personal controllability, and others’ controllability. Based on this framework, this study aimed at identifying teachers’ attribution profiles based on their perceptions about the causes of their students’ achievements. Two hundred eighty-nine experienced and novice French primary school teachers reported their causal beliefs about a student’s success or failure at a reading test, as well as their emotional and behavioral reactions to their student’s outcome. The data were analyzed using latent profile analyses, which identified five teachers’ attribution profiles that varied on the four causal dimensions. The results showed that profile memberships were greatly determined by the student’s outcome valence: three teachers’ attribution profiles were especially related to failure and two additional profiles to success. Profile memberships were associated with various cognitive, emotional, and behavioral reactions in line with the interpersonal attributional theory of motivation. The powerless profile — high external and uncontrollable attributions — indicated the lowest level of helping behavior. The conscientious profile — high internal and controllable attributions — indicated the highest levels of pride and student’s responsibility. Overall, these results partially support Weiner’s interpersonal attributional theory of motivation using a person-centered approach.

Contexte : Le débriefing dans le secteur de la santé est souvent considéré comme un processus de réflexion centré sur l’apprenant nécessaire pour la construction des connaissances, où le formateur joue un rôle de facilitateur. Cependant, diverses études soulignent l’importance que le débriefing soit explicite pour les apprenants novices. Cet article examine l’efficacité de différents types de débriefing, simulation, pour des apprenants expérimentés qui travaillent dans des équipes d’urgence. Objectif : Cette étude vise à vérifier si le débriefing explicite est aussi efficace pour les professionnels expérimentés qu’il l’a été pour les apprenants novices. Méthodes : Cette étude prospective randomisée monocentrique a été réalisée dans le cadre d’un programme de simulation basé sur des interventions d’urgence lors d’un arrêt cardiaque. Les connaissances déclarées de chaque participant, leur auto-efficacité et l’efficacité de l’équipe ont été mesurées avant et après la formation par simulation. Résultats : Les résultats montrent un effet bénéfique sur les connaissances et l’auto-efficacité pour les deux types de débriefing. Les soins apportés aux patients ont aussi été optimisés pour les deux types de débriefing. Conclusion : Les deux types de débriefing post-simulation sont efficaces pour les équipes d’urgence expérimentées.

Introduction Using simulation to train teams in out-of-hospital cardiac arrest management is recommended to improve team effectiveness. The aim of this study was to assess the impact of a specific cardiac arrest management simulation training program inspired by the principles of Kolb's learning cycle. Method All the staff in a medical prehospital emergency unit participated in this program. Both individual and team levels were evaluated: on an individual level, we assessed attitudes toward training and medical knowledge of cardiac arrest management; on a team level, we assessed team behavior during simulated cardiac arrest and learning transfer in clinical practice. Results In addition to the satisfaction of the participants, the results showed a positive effect on medical knowledge and team behavior and an improvement in the management of patients suffering cardiac arrest. Conclusions These findings confirm the usefulness of a simulation training program containing the 4 steps of Kolb's cycle for emergency teams.

International audience; There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades.

Deux études ont analysé la structure factorielle d’une Echelle de Mesure des Attributions Causales pour Enfants (EMAC-E) adaptée de la Revised Causal Dimension Scale (McAuley, Duncan, & Russell, 1992). Cette échelle comprend quatre sous-échelles correspondant aux dimensions de causalité : lieu de causalité, stabilité, contrôle personnel et par autrui. Dans l’étude 1, 120 élèves français ont complété l’échelle après avoir été informés de leur résultat à un test de lecture. Conformément à nos attentes, les résultats montrent que les réponses des élèves s’organisent en quatre facteurs. Dans l’étude 2, la structure de l’échelle a été re-testée auprès de 310 élèves. Les résultats des analyses confirmatoires indiquent que le modèle à quatre facteurs présente un ajustement aux données très satisfaisant. Des résultats additionnels montrent l’invariance métrique entre les conditions échec et réussite. En conclusion, l’EMAC-E dispose d’une fiabilité interne satisfaisante pour étudier les attributions causales des jeunes élèves.

The aim of the present paper was to analyze the social value of effort versus competence in the field of education. In Study 1, participants (N = 116) were asked to indicate the importance of effort- and competence-related personality traits in achieving academic success. We also examined their meritocratic beliefs. In Study 2, middle school teachers (N = 87) were asked to judge the academic success (social utility) and perceived likeability (social desirability) of students described as high versus low on effort and competence. Results showed that participants judged effort as being more important for academic success than competence, especially concerning participants showing high levels of meritocratic beliefs (Study 1). Despite this normative value of effort, effort was judged less predictive of academic success than competence, suggesting a low social value of effort with regard to social utility. A reversed pattern was observed for social desirability.

Research on the self-evaluation bias of students' school competence has focused mainly on its correlates for students' school adaptation. This study focused on teachers' theories about students with a positive or negative bias in their self-evaluation of competence. French students enrolled in the third and fifth grades of elementary school (sample 1, N = 508; sample 2, N = 322) and their teachers (sample 1, N = 27; sample 2, N = 13) participated in this study. We examined the relationship between the more or less biased perceptions that students have of their competence in French and mathematics and their teacher's judgment. Models for each sample were tested while controlling for students’ performance, their gender, repeating of a school year, and average class level. The results for both samples showed that the more positively biased a student's evaluation of their competence was, the better their teacher’s judgment was.

Introduction Debriefing is essential in simulation-based training, but it is not clear what exactly constitutes a successful debriefing session. Research in educational sciences shows that a structured, explicit and trainer-directed approach is systematically more effective than an implicit, reflective approach with minimal guidance, particularly for novice or intermediate learners. The aim of this study is to compare explicit strongly trainer-guided debriefing with implicit and weakly guided debriefing in nursing training. Method Single-centre randomized prospective study comparing effectiveness of explicit and implicit debriefing techniques. We focused on the description and the analysis phases of the debriefing. Our main aim was to assess the effectiveness of debriefing in terms of knowledge improvement. We also assessed its effectiveness for self-efficacy and self-confidence. Results 136 nursing students participated in 46 simulation sessions. Knowledge, self-efficacy and self-confidence increased in all conditions. The results also showed that debriefing with explicit analysis improved learning significantly when compared to the control session. Conclusion Although the results revealed a beneficial effect of simulation training on self-efficacy, the explicit debriefing technique was shown to produce greater knowledge improvement than the implicit debriefing method in novice learners. Consequently, debriefing technique should be adapted to the objectives of the training and learners.

In this paper, we aim to illustrate how Jean-Léon Beauvois’s work influenced developments in social psychology. We cannot cover every aspect of his work, but we will try to convey the strength of his commitment to science. His vision of human beings left little room for subjective or individual variables. His was a « behavioral and materialistic » vision. He believed that individual human thoughts and behaviors were rooted in social structures. The practices found inside these social structures, especially the evaluative practices to which an individual must submit him or herself, allow a person to develop cognitively as a social agent. Consequently, he or she totally adopts the model of individual differences and the belief system of the social structure to which he or she belongs. Jean-Léon Beauvois believed that these social practices created the mold in which sociocognitive processes took shape and ultimately produced naive knowledge as opposed to scientific knowledge.

Background In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance. Aims This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals. Sample(s) In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students. Method To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response. Results and discussion The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students' actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect.

Overestimation and underestimation of students’ own competence result from social comparison in the classroom. There is some evidence that secondary school students compare their results with those of one or two same-sex others who perform slightly better than themselves. The first objective of this study was to replicate these findings among younger students (9–11 years old) in mathematics and language arts (French). The second objective was to consider the identification with the target as a moderator factor, because findings have been divergent regarding the positive or negative influence of social comparison on students’ academic self-evaluation. We expected firstly that absolute upward comparison to be beneficial for students’ self-evaluation bias of competence provided they identified with their upward target. Secondly, we expected their perception of their target’s competence (relative comparison) to contribute to students’ self-evaluation bias of competence and to be negatively related to it. The results indicated a tendency to compare upward and revealed that absolute upward comparison was positively related to the students’ self-evaluation bias of competence in mathematics and French. This relationship was stronger when the students identified with their upward target. In contrast, relative comparison was negatively related to their self-evaluation bias of competence in mathematics and French. To sum up, these results reveal the need to consider identification with the comparison target when studying the relationship between social comparison and academic self-evaluation and to consider relative and absolute comparison simultaneously in order to bring out the full contribution of social comparison in the classroom.

Introduction Given that diabetes is a major public heath issue around the world, it is vital that we find effective means to change behaviors, especially levels of physical activity among type 2 diabetes patients. Objective This study aims to provide proof of the effectiveness of programs promoting physical activity, based on cognitive dissonance and normative focus theories which are designed to produce behavioral changes in persons with type 2 diabetes. Method Ninety-six type 2 diabetes patients were assigned to one of three programs: a traditional information program, a norm-based program, and a dissonance-based program. The participants filled out a short French version of the International Physical Activity Questionnaire (IPAQ) one week before and one week after the program. Results The results showed that the participants in the norm-based program made progress compared to those in the traditional information program. No significant difference was observed between the traditional information program and dissonance-based program. Conclusions These findings are consistent with both the focus normative theory and previous studies showing that recalling the norm increases compliance. The procedure to be used in diabetes prevention programs should focus on the normative dimensions of the desired behaviors in order to improve patients’ quality of life.

International audience

International audience; Introduction Nonadherence to immunosuppressive (IS) therapy is associated with poor outcomes. Identifying factors predicting poor adherence is therefore essential. The primary objective of this study was to test whether parameters of a model adapted from the theory of planned behavior, and more specifically attitudes that are influenced by beliefs and satisfaction with medication, could predict adherence in solid organ transplant patients.Methods Adherence was assessed with a self-reported medication adherence scale and IS blood trough concentrations over 6 months, in four transplant units. Satisfaction and beliefs were assessed using the Treatment Satisfaction with Medicines Questionnaire (SATMED-Q) and Beliefs about Medicines Questionnaire (BMQ), respectively. Theory of planned behavior was assessed with a specific questionnaire exploring intentions, subjective norms, attitudes and perceived behavioral control. Treatment characteristics and socioeconomic data were also collected.Results One hundred and fifty-three solid organ transplant patients were enrolled, including lung (n=33), heart (n=43), liver (n=42), and kidney (n=44) patients. Satisfaction and positive beliefs about medication were higher in adherent than those in nonadherent patients. Factors independently associated with an increased risk of nonadherence were negative general beliefs about medications (odds ratio [OR]=0.89 [0.83–0.97]), living alone (OR=2.78 [1.09–7.09]), heart transplantation (OR=3.49 [1.34–9.09]), and being on everolimus (OR=5.02 [1.21–20.8]).Conclusion Negative beliefs toward medications were shown to be an independent risk factor of poor adherence. Therefore, the BMQ could be an effective, easy to implement tool, for use in everyday practice, to identify patients needing interventions to improve adherence to IS.

Cet article presente une revue des travaux ayant examine la question des biais d’auto-evaluation de competence cognitive ou scolaire chez des eleves et des etudiants. Dans une premiere partie, nous abordons la question de la mesure des biais d’auto-evaluation. Dans une seconde, nous presentons quelques rares etudes qui ont tente d’identifier leurs determinants. Dans une troisieme partie, nous discutons du point de vue controverse quant au caractere adaptatif d’un biais positif d’auto-evaluation avant d’en venir, dans une quatrieme partie, aux correlats de la presence d’un biais negatif d’auto-evaluation de competence. Enfin, apres avoir evoque des points qui restent encore a eclaircir sur les processus explicatifs des biais d’auto-evaluation, nous terminons notre propos en ouvrant sur des developpements recents visant a examiner a un niveau d’analyse interindividuelle les liens entre le biais d’auto-evaluation des eleves et le jugement de leurs enseignants.

When children perceive a conditional support, they only feel loved and encouraged for their ability to meet others’ standards. This may lead them to develop high sensitivity to errors and anxiety and low perception of competence. In this study, we examined the relationship between the perceived conditional support from teacher and children’s self-perception of school competence. We tested the mediating effect of sensitivity to errors and test anxiety in the relationship between teacher conditional support and children’s perception of school competence. Participants were 524 elementary school students (aged 9–10 years). The results showed that the greater the extent to which the children perceived conditional support from their teacher, the lower their self-perceived scholastic competence. They also confirm that this relationship was mediated by sensitivity to errors and test anxiety.

Les termes juger et evaluer font, l'un comme l'autre, partie du vocabulaire usuel en psychologie, et en tant qu'objet d'etude tendent meme a y occuper une place importante. Bien que souvent employes dans des acceptations voisines et presentant la caracteristique d'etre substituables, la question de la difference de denotation entre ces deux termes merite d'etre soulevee dans cette partie introductive. Sans pour autant pretendre a etablir l'univocite de chacun de ces termes ou encore a les def...

International audience; There is ample evidence that Stereotype Threat (ST) contributes to gender differences favoring males on standardized math tests; however, whether ST also contributes to gender differences favoring females in reading remains unanswered. This is surprising as the gender gap in reading is three times bigger than the gender gap in math (OECD, 2014). In this study, we examined whether ST may explain gender differences favoring schoolgirls in reading, assuming that boys are negatively stereotyped in this domain. Eighty students (3rd grade) took a reading test while being assigned to either a threat or a reduced-threat condition (test presented as diagnostic of reading abilities versus as a game, respectively). Boys underperformed girls in the threat condition, whereas they outperformed girls in the reduced-threat condition. Consistent with ST theory, this pattern was obtained only among highly-identified students. These findings offer another explanatimi for the well-known gender gap favoring girls in reading. (C) 2016 Elsevier Inc. All rights reserved.

International audience; This article aims to study the relationship between teachers’ judgment and pupils’ self-perceptions controlling for the big-fish-little-pond effect (BFLPE). Three studies were conducted among third-grade pupils. Study 1 (n = 585) focused on pupils’ perceptions of their scholastic competence. Teachers’ judgment and BFLPE were found to have an independent relation with pupils’ self-perceived scholastic competence. Study 2 (n = 660) replicated the same results of study 1. Study 3 (n = 683) extended the analysis to other domains of self-perception identified by Harter (Child development, 53, 87–97, 1982). The results showed that the relation with the BFLPE was significant only for pupils’ self-perceived scholastic competence. They also showed that the teachers’ judgment was related to two other domains of self-perception (behavioral conduct and peer acceptance) but was not directly related to pupils’ global self-worth.

International audience; For 20 years, the impact of stereotypical knowledge on math performance has been intensively investigated, especially within the framework of “stereotype threat” (Steele, 1997). Stereotype threat (ST) theory and research “do not focus on the internalization of inferiority images or their consequences. Instead, they focus on the immediate situational threat that derives from the broad dissemination of negative stereotypes about one's group—the threat of possibly being judged and treated stereotypically, or of possibly self-fulfilling such a stereotype” (Steele and Aronson, 1995, p. 798). Here, we distinguish between ST and another powerful yet relatively neglected factor in the determination of math performance: self-images of inferiority derived from personal history of failure. There is some evidence that such self-images of inferiority may also lead to under performance in math tests (hereafter referred to as idiosyncratic effects). One question that arises is whether and how ST and idiosyncratic effects interact with each other, which would offer a fuller picture combining the intervention of stereotypic and idiosyncratic knowledge in math performance.

Introduction. Malgre le developpement de programmes educatifs specifiques, certaines personnes restent peu engagees dans le suivi de leur traitement medical. Objectif. Tester un dispositif mettant en œuvre les principes de la theorie de l’engagement pour favoriser l’implication des patients sous traitement anticoagulant dans le suivi des recommandations medicales. Methode. Etude interventionnelle : dans le groupe engagement (GE), un questionnaire de sante a ete propose au prealable au patient (pied-dans-la-porte) suivi d’une seance d’information sur les anticoagulants dans un contexte de declaration de liberte; dans l’autre groupe dit groupe sensibilisation(GS), l’information classique a ete presentee aux patients. Resultats. Les patients de GE ont emis en moyenne plus de nouveaux comportements en termes de prevention (M = 3,42; SD = 0,90) que ceux de GS (M = 2,42; SD = 1,08). On observe une tendance favorable en ce qui concerne la stabilite des INR dans GE. Conclusion. Les resultats revelent un effet de la strategie engageante sur l’adoption de nouveaux comportements. Mobiliser la theorie de l’engagement aupres de patients semble une strategie efficace pour favoriser le suivi des recommandations medicale.

L’emission de feedbacks est souvent consideree comme un element cle pour renforcer la motivation et soutenir la reussite des eleves. Cette revue de la litterature tentera d’apporter quelques eclaircissements sur la question. Dans un premier temps, nous rappellerons les differents sens pretes aux feedbacks et nous les situerons au regard de termes proches. Dans un second temps, nous presenterons leurs principales categorisations avant de proposer une typologie des feedbacks a l’ecole. Nous nous centrerons ensuite sur une categorie particuliere, les feedbacks attributionnels, dont nous rapporterons les consequences sur l’accomplissement scolaire des eleves. En conclusion, et dans l’etat actuel des connaissances, nous inviterons a quelques precautions quant au recours facile aux feedbacks en lien avec les ressources attentionnelles qu’ils peuvent solliciter.

Deux études réalisées à partir des paradigmes d’autoprésentation et d’identification ont été conduites auprès d’élèves de CE2 (3rd grade) et leurs enseignants. Dans les deux études, les élèves (N = 1162) devaient répondre à un questionnaire d’internalité évoquant des renforcements scolaires selon trois consignes d’autoprésentation: Spontanée, pro-normative et contre-normative. Dans l’Etude 2, les enseignants (N = 32) devaient répondre au même questionnaire d’internalité en imaginant les réponses que donnerait un élève idéal versus un élève non idéal. Les résultats montrent que si, pour les élèves et les enseignants, les énoncés internes sont valorisés en matière d’explication des renforcements scolaires (réussite et échec), ceux qui en appellent aux efforts comportementaux (effort/manque d’effort) sont plus valorisés que les autres types d’explications internes (habileté) et externes (tâche et chance).

International audience; 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.

International audience; This shortnote deals with measuring normative clearsightedness about internality and assessing its effects. After raising the issue of how to measure normative clearsightedness, another operationalization of this concept is proposed based on a multilevel model. In an attempt to understand the relationship between pupils' clearsightedness about internality and their teachers' judgments of them, empirical data was collected from 404 third-grade pupils and their 19 teachers. The estimates obtained point out the heuristic value of the proposed model.

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.

International audience; This study conducted among 544 adolescents (M = 15.1 years, SD = .82) examined whether perceived social support from parents and peers mediated the relationship between biased self-evaluations of social competence and internalizing problems. The results showed negative links between bias in self-evaluation and depressive symptoms, social anxiety and social avoidance. Bias in self-evaluation of social competence was more strongly related to perceived peer support than perceived parental support. Gender differences were observed in the mediating role of social support. Among boys, parental support was a partial mediator only of the link between bias in self-evaluation and depressive symptoms. While perceived peer support was a partial mediator of the links between bias in self-evaluation and depressive symptoms, social anxiety and social avoidance in girls, this was the case only for social avoidance in boys. These findings suggest that girls may show vulnerability to peer emotional support at an earlier age than boys.

In two studies, subjects filled out a questionnaire requiring them to choose between internal and external explanations of desirable or undesirable events. They were also asked to fill out the same questionnaire from another person's point of view, either a member of the ingroup or a member of the outgroup. The first study used students as subjects and the events were about student life. The second study used employees for subjects and the events were about the working world. As predicted on the basis of internality norm theory, internal explanations were generally found to be chosen more often when the respondent or imagined respondent was said to be a worthy person. The internality scores were the highest for oneself and for the ingroup member, regardless of the desirability of the events; they were the lowest for the outgroup member. These internality attribution effects do not seem to stem from the well-known ingroup-favouring attributions (ultimate attribution error). Hence, the internality norm construct, irrespective of event desirability, provides a new pathway for exploring the evaluative effects of intergroup relations. © 1998 John Wiley & Sons, Ltd.

This research aims to study the role of the norm of internality in the evaluation process at school and to enlighten on the effect of schooling in the acquisition of this social norm. When evaluating their pupils, teachers favor those who choose internal and external explanations, other things being equal. The acquisition of the norm of internality depends on the classroom. In this process, the role of the teacher is significant : when teachers choose both internal and external explanations, on average, their pupils are more internal., L'objet de cette recherche est d'étudier le rôle de la norme d'intemalité dans l'activité evaluative des enseignants et de dégager l'effet du milieu scolaire sur l'acquisition de cette norme sociale. On montre que les enseignants, quand ils ont à émettre un jugement sur la valeur scolaire de leurs élèves, privilégient, toutes choses égales par ailleurs, ceux qui choisissent des explications internes. Par ailleurs, l'acquisition de la norme d'intemalité varie selon la classe fréquentée. Dans ce processus, le rôle de l'enseignant apparaît déterminant : ce sont ceux qui jouent sur les deux registres, interne et externe, qui favorisent le plus l'acquisition de la norme d'intemalité chez leurs élèves., Bressoux Pascal, Pansu Pascal. Norme d'internalité et activités évaluatives en milieu scolaire. In: Revue française de pédagogie, volume 122, 1998. Recherches en psychologie de l'éducation. pp. 19-29.

International audience; The general objective of the two studies reported in this paper was to validate a scale of mechanisms of comparison of academic self for 8–13 year-old pupils. The instrument focuses on four mechanisms of social comparison based on identification and contrast related to an upward or a downward target. A first study among a sample of Quebecer pupils (N = 672) allowed to verify the factorial structure of the instrument and to show that the internal consistency of each factor and their temporal stability were satisfactory. The confirmatory factor analysis (CFA) revealed that compared to alternate models, the theoretical four factors model fits better with the data. A second study among a sample of French pupils (N = 380) from France allowed to replicate the psychometric properties of the instrument. Taken together, the results of the two studies allowed concluding that the instrument of the mechanisms of comparison of academic self presents the characteristics of a reliable instrument that is easy to use and appropriate for research in the school domain.

International audience; According to the literature, among social comparison mechanisms, identification with an upward target would be the most frequent mechanism that students report to use. However, it remains unclear how the identification and the contrast mechanisms contribute to the construction of pupils’ scholastic perceived competence. The aim of this study was to test the two following hypotheses: (1) the more pupils report using downward identification and upward contrast, the lower their perceived scholastic competence; (2) the more pupils report using upward identification and downward contrast, the higher their perceived scholastic competence will be. Three hundred and eighty French-speaking pupils (147 fourth graders and 233 fifth graders) from public elementary schools in the district of Grenoble (France) were met in their school. Pupils responded to a standardized mental ability test and to a questionnaire about their perceived scholastic competence and their utilization of social comparison mechanisms: upward and downward identification and upward and downward contrast. Boys and girls differed on some of the social comparison mechanisms. However, the two hypotheses were confirmed and hold true for both boys and girls. Findings show that beyond the contribution of cognitive abilities, pupils’ responsiveness to these mechanisms contributed to the development of their perceived scholastic competence. One educational implication is the usefulness of analyzing the processes of social comparison as strategies to allow pupils to maintain a positive perception of their scholastic competence.

L’objectif de cette étude était d’évaluer l’efficacité d’un programme de formation à la clairvoyance normative pour demandeurs d’emploi à partir du modèle de Kirkpatrick (1998). Deux groupes de participants ont été constitués : un groupe expérimental « formation clairvoyance normative » et un groupe contrôle « formation classique ». Les résultats ont montré un effet bénéfique du programme de formation à la clairvoyance normative sur les réactions des participants quant à l’utilité perçue de la formation (niveau 1), sur les apprentissages immédiats et différés en matière de connaissances et de savoir-faire en situation (niveau 2), ainsi que sur la généralisation des apprentissages (niveau 3). Les résultats concernant les reclassements (niveau 4) enregistrés immédiatement à l’issue de la formation sont modestes et conformes au taux de reclassement habituel. Ces résultats sont discutés au regard du modèle de Kirkpatrick. The aim of this study was to evaluate the effectiveness of a normative clear-sightedness training program for unemployed persons based on Kirkpatrick's model (1998). Two groups of participants were constituted: an experimental group « normative clear-sightedness training » and a control group « classical training ». Results showed beneficial effects of the clear-sightedness training program on participants’ reactions, especially in terms of perceived utility (level 1), on immediate knowledge, knowledge retention and behaviour/skill demonstration (level 2), and on learning generalization (level 3). Results on re-employment (level 4), immediately recorded at the end of the training program are modest and similar to the usual re-employment rates. These results are discussed within the framework of Kikrpatrick's model of training evaluation.

International audience; Three studies were conducted to construct and validate a bidimensional scale of social value adapted to the personological description of young pupils (social desirability and social utility). In a first study, 142 teachers-in-training were invited to describe pupils they knew, assigning each pupil three personality traits from a list of 150 traits. The results led us to retain 24 traits, composing the bidimensional scholastic desirability/scholastic utility scale. In a second study, this scale was tested on 113 teachers-in-training who were asked to describe a pupil they knew based on these two dimensions of social value. The results revealed that the scale was structured by two factors (scholastic desirability and scholastic utility) and that it could be reduced to eight specific traits. Finally, in a third study, the reduced version of the scale was tested on 33 Grade 3 teachers who were asked to describe each of their pupils using this scale (n = 499). Confirmatory factor analyses revealed that a bidimensional model fit better with the data than a unidimensional one or than another model which structured the traits on the basis of their positivity/negativity. On the whole, the results support the reliability and the internal validity of the bidimensional scale of scholastic value.