Are students who make an effort perceived as successful or just liked by their teachers? View Full Text


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Article Info

DATE

2019-03-05

AUTHORS

Berenice Saidah, Eva Louvet, Pascal Pansu

ABSTRACT

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. More... »

PAGES

1-15

References to SciGraph publications

  • 2008-12. Internality-norm theory in educational contexts in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
  • 2003-03. The Classroom as a Courtroom in SOCIAL PSYCHOLOGY OF EDUCATION
  • 1980. The Belief in a Just World, A Fundamental Delusion in NONE
  • 2014-12. Social utility versus social desirability of students’ attributional self-presentation strategies in SOCIAL PSYCHOLOGY OF EDUCATION
  • 2000-03. The Social Functions of Attributional Face-Saving Tactics Among Early Adolescents in EDUCATIONAL PSYCHOLOGY REVIEW
  • 2008-12. What about social value? in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
  • 2007-03. Teachers facing school failure: the social valorization of effort in the school context in SOCIAL PSYCHOLOGY OF EDUCATION
  • 2008-12. Teacher judgments and pupils’ causal explanations: Social valorization of effort-based explanations in school context in EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/s11218-019-09481-x

    DOI

    http://dx.doi.org/10.1007/s11218-019-09481-x

    DIMENSIONS

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