115 Italian and French teachers of high school and junior high school participated in a study aimed at investigating the impact of causal attribution on judgments of responsibility in case of academic failure of their pupils. Results support the attribution theory as conceptualized by Weiner (1986, 1995) and confirm the predictive utility of the theoretical model in Italian and French schools: Effort causal attribution of failure give rise to punitive strategies and ascription of responsibility to the pupils. The data therefore document cross-cultural differences concerning the responsibility ascription and behavioral consequences in terms of student’s assessment. Results are also discussed in terms of the role of social norms in school context.
Matteucci M.C., Gosling P. (2004). Italian and French teachers faced with pupil’s academic failure: the norm of effort. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, XIX, 147-166.
Italian and French teachers faced with pupil’s academic failure: the norm of effort.
MATTEUCCI, MARIA CRISTINA;
2004
Abstract
115 Italian and French teachers of high school and junior high school participated in a study aimed at investigating the impact of causal attribution on judgments of responsibility in case of academic failure of their pupils. Results support the attribution theory as conceptualized by Weiner (1986, 1995) and confirm the predictive utility of the theoretical model in Italian and French schools: Effort causal attribution of failure give rise to punitive strategies and ascription of responsibility to the pupils. The data therefore document cross-cultural differences concerning the responsibility ascription and behavioral consequences in terms of student’s assessment. Results are also discussed in terms of the role of social norms in school context.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
