This paper would like to improve the knowledge about teacher’s feedback toward students’ failing, considering that teaching is a social process influenced by social and contextual variables, such as the SR of intelligence. Two studies have been realized. Study1 investigated the influence of different causes of student failure (lack of effort vs. lack of ability) on intervention strategies chosen by 122 high-school teachers. Study2 analyzed the impact of SR of intelligence shared by 202 high-school teachers on causal inferences and on behavioral feedback. The results of the two studies converge on the following conclusions: a) failure accounts related to lack of effort give rise to more punitive and retributive strategies than the lack of ability causal attribution; b) the SR of intelligence have a role in determining the causal ascription and in the process leading to the choice of intervention strategies. In regards to the link between SR of intelligence and practices, previous contributions gave rise to significant conclusions comparable to the findings of the Study 2. In fact, teachers who share the idea of intelligence as a gift are more confident in educational practices in terms of severe evaluation and competition (Carugati, 1990; Carugati & Selleri, 2004). Similar results were found by Dweck (1995). References Dweck C.S., Chiu C., Hong Y. (1995). Implicit Theories and Their Role in Judgment and Reactions: A World From Two Prospectives. Psychological Inquiry, 6(4), 267-285. Carugati F. (1990). Everyday ideas, theoretical models, and social representations: The case of intelligence and its development. In G.R. Semin & K.J. Gergen (Eds.), Everyday understanding: Social and scientific implications (pp.130-150). London:Sage Carugati,F., Selleri,P. (2004) Intelligence, educational practices and school reform: Organisations change, representations persist, in A. Antonietti (Ed.) What Students and Teachers Think about Learning: Contextual Aspects, "European Journal of School Psychology" Special Issue, pp. 149-167.
Matteucci M.C. (2006). Social representations of intelligence and educational practices used by teachers facing academic failure. ROMA : 8th ICSR Proceedings by 8th ICSR team members.
Social representations of intelligence and educational practices used by teachers facing academic failure
MATTEUCCI, MARIA CRISTINA
2006
Abstract
This paper would like to improve the knowledge about teacher’s feedback toward students’ failing, considering that teaching is a social process influenced by social and contextual variables, such as the SR of intelligence. Two studies have been realized. Study1 investigated the influence of different causes of student failure (lack of effort vs. lack of ability) on intervention strategies chosen by 122 high-school teachers. Study2 analyzed the impact of SR of intelligence shared by 202 high-school teachers on causal inferences and on behavioral feedback. The results of the two studies converge on the following conclusions: a) failure accounts related to lack of effort give rise to more punitive and retributive strategies than the lack of ability causal attribution; b) the SR of intelligence have a role in determining the causal ascription and in the process leading to the choice of intervention strategies. In regards to the link between SR of intelligence and practices, previous contributions gave rise to significant conclusions comparable to the findings of the Study 2. In fact, teachers who share the idea of intelligence as a gift are more confident in educational practices in terms of severe evaluation and competition (Carugati, 1990; Carugati & Selleri, 2004). Similar results were found by Dweck (1995). References Dweck C.S., Chiu C., Hong Y. (1995). Implicit Theories and Their Role in Judgment and Reactions: A World From Two Prospectives. Psychological Inquiry, 6(4), 267-285. Carugati F. (1990). Everyday ideas, theoretical models, and social representations: The case of intelligence and its development. In G.R. Semin & K.J. Gergen (Eds.), Everyday understanding: Social and scientific implications (pp.130-150). London:Sage Carugati,F., Selleri,P. (2004) Intelligence, educational practices and school reform: Organisations change, representations persist, in A. Antonietti (Ed.) What Students and Teachers Think about Learning: Contextual Aspects, "European Journal of School Psychology" Special Issue, pp. 149-167.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
